Full text of "2003 - 2004, Gardner-Webb University Graduate Academic Catalog"

See other formats

* ../ I'l vl I 1 1

X7 1 : i 1

1 ,l!

1- < , r/.i ■ i i/,'! i

.1 M:< x

/i t,

f : •

I ! >

"|f ) )

M'P')

;\(j.p,v : ’ (.) p ■ ,!

■

h a

■41,

Qraduate Proqrams Cataloq

2003-2004

Boiling Springs, North Carolina 28017

Contents

3 Calendar

5 Introduction to Gardner- Webb University

History
Purpose
Accreditation
Campus and Buildings
13 Academic Information

24 Student Life

30 Finances and Financial Aid

Expenses 2002-2003
Financial Aid
Scholarships

41 Graduate School (800-492-4723)

48 Curriculum

60 Courses of Instruction

79 Graduate School of Business (800-457-4622)

84 Curriculum

95 Courses of Instruction

103 M. Christopher White School of Divinity (800-619-3761)

114 Curriculum

121 Courses of Instruction

146 Directory and Appendices

162 Index

164 Campus Map

167 For more information and assistance

Catalog Requirements

The conditions and policies set forth in this catalog have binding effect upon the
University and students for the academic year in which it is in force. The University
reserves the right to make necessary changes and corrections. When changes are
made in graduation requirements, the University accepts a moral obligation to pro¬
vide students the conditions effective the year of their most recent continuous
enrollment or an alternative which would not be punitive. Otherwise, all other
requirements are effective and in force upon publication of changes.
Gardner-Webb
Vol. 4 - August 2003

Published annually at Boiling Springs, N.C. 28017.

Gardner-Webb University is committed to equality of opportunity in all areas of
education and does not practice or condone discrimination in any form against
applicants or students on the basis of race, color, national origin, gender, age, or dis¬
ability.

Book rate postage paid at Boiling Springs, N.C. 28017.

Catalog of Graduate Programs / 2

life^raS™1131 VlSlt t0 camPus,ls not possible> the latest information about campus
the Intfrf ?TamS’ °ther1'!vents maki"g news at GWU can be accessed on
tions abour or A WWW-gardner'webb-edu>- Prospective students may submit ques-
web sfte Pr°8ramS M Gardner'Webb or apply for admission through the

Calendar / 3

Calendar

Fall Semester 2003

August 14 (Thursday)
August 18 (Monday)

August 22 (Friday)

August 25 (Monday)

August 26 (Tuesday)
September 1 (Monday)

October 20-21 (Mon.-Tues.)
November 27-28 (Thur.-Fri.)
December 4(Thursday)

December 8-11 (Mon-Thurs)

New Graduate and Divinity Student Orientations
Divinity school classes begin
Last day for Divinity late registration
Last day for Divinity schedule modification
Fall Convocation of the School of Divinity
Grad School classes and Business School classes begin
Fall Convocation of the University
Last Day for Grad School and Business School
Late Registration
Fall Break

Thanksgiving Holidays

Last day of classes for Grad School,

Business School and Divinity School Programs
Examinations

Spring Semester 2004

January 2 (Friday)

January 5 (Monday)

January 9 (Friday)

January 12 (Monday)

January 20 (Tuesday)

March 8-9 (Monday-Friday)
April 12 (Monday)

April 29 (Thursday)

May 3-6 (Mon.-Thur.)

May 8 (Saturday)

New Divinity Student Orientation
New Graduate Student Orientation; Divinity School
classes begin

Last day for Divinity late registration
Last day for Divinity schedule modification
Grad School and Business School classes begin
Last day for Grad School and Business School
late registration
Spring Break
Easter Holiday Break

Last day of classes for Divinity School, Grad School and
Business School Programs
Examinations
Commencement

Summer School 2004

First Term for Grad School and Business School: May 19 - June 22
May 1 7-June 22 Divinity Classes meet on Monday and Tuesday

for six weeks

May 19 (Wednesday) Graduate School and Business School classes begit

June 21-22 (Mon-Tues) Graduate School and Business School exams

Second Term for Grad School and Business School: June 23 - July 27
June 23 (Wednesday) Graduate School and Business School classes begir

July 5-22 Divinity Classes meet on Monday thru Thursday

for three weeks

July 26-July 27 (Mon-Tues) Graduate School and Business School exams

Ten Week Term for Divinity: May 18 - July 20 (Classes meet Tuesday only)
July 31 (Saturday) Commencement

Catalog of Graduate Programs / 4

Introduction to Gardner- Webb / 5

Introduction to Gardner-Webb

Gardner- Webb University is a coeducational, residential, church-related univer¬
sity on a beautiful campus just outside Shelby at Boiling Springs, North Carolina.
The University derives its name from O. Max Gardner, distinguished governor of
North Carolina in the 1930s, and his wife, Fay Webb Gardner. The beauty of the
campus and the quality of the academic program owe much to their example and
leadership.

Location

Gardner-Webb University is located in the Piedmont section of western North
Carolina, one of the most desirable and rapidly developing areas of our nation.
Boiling Springs is a small rural town. Nearby Shelby, a city of 25,000, is noted for its
support of the arts and as the home of state and national leaders. Forty-five miles
east of Gardner-Webb is the thriving city of Charlotte, the largest city in the
Carolinas. Less than one hour away to the south is the city of Spartanburg, South
Carolina.

Gardner-Webb is easily accessible, being located only three miles from U.S. 74
and thirteen miles from Interstate 85. Less than one hour from campus are the
Smoky Mountains with many recreational opportunities. Gardner-Webb University
enjoys the lifestyle of a relatively small institution yet has the advantage of being
centrally located to major urban resources in nearby areas.

Students

Gardner-Webb University, founded by Baptists in 1905, has grown steadily to its
current enrollment of over 3,500 students. The 2,500 undergraduates come from
many states and 30 foreign countries. Slightly less than half of the students are men,
and the student body includes several racial and socioeconomic groups. The four
graduate schools enroll over 1000 students. Gardner-Webb University admits stu¬
dents of any race, color, sex, and national or ethnic origin without discrimination.
This diversity enriches the life of the campus community and reflects the nature of
American society.

Programs

Gardner-Webb University is committed to the liberal arts as the best preparation
students can have for rewarding, meaningful lives. In addition, the University offers
programs in career-oriented fields to prepare students for specialized work. All of the
programs at Gardner-Webb are evaluated periodically by accrediting agencies to
insure that standards of quality are maintained.

Gardner-Webb provides three distinct academic programs: the on-campus pro¬
gram, the Greater Opportunities for the Adult Learner Program (evening classes
taught in a number of locations for graduates of two-year colleges), and Graduate
Programs.

Gardner-Webb University has a Graduate School (offering M.A., M.S., Ed.S
and Ed.D. degrees in a variety of areas), a graduate School of Divinity (offering the
M.Div. and D.Min. degrees), and a graduate School of Business (offering the
M.B.A., I.M.B.A. and M.Acc. degrees). For additional information on the on-cam-
pus undergraduate and GOAL programs, see the bulletins for each program.

Catalog of Graduate Programs / 6

Complementing the academic program at Gardner- Webb University is a broad
range of student life programs and activities designed to enable students to develop
their personal identities, and to create lifetime friendships.

Faculty

Gardner- Webb University is blessed with a dedicated staff and an excellent fac¬
ulty, seventy-five percent of whom hold doctorates. The primary concern of the fac¬
ulty is teaching. The faculty have been chosen because of their academic prepara¬
tion, their Christian commitment, and their desire for excellence in teaching. Many
of Gardner- Webb’s faculty have blessed the University with long years of service.
The faculty is large enough to provide well-rounded academic programs. Yet a major
strength of Gardner- Webb is that the University' has remained small enough so that
the relationship between faculty and students is friendly, informal and lasting. The
faculty/student ratio is 1:14-

Academic Calendar

The University’s academic year is divided into two semesters and a summer
school. The fall semester is a four-month term, ending prior to Christmas holidays.
Following the four-month spring semester is a comprehensive summer school of two
terms of five weeks each for the Graduate School and Graduate School of Business.
The School of Divinity has three sessions: one six-week session; one three- week ses¬
sion; and one ten-week session. Evening classes both on-campus and at various off-
campus locations are offered throughout the year.

The calender is designed to meet the needs of full-time students with day and
evening schedules, part-time students, and members of the communities in which
classes are taught who desire further educational work.

The University offers workshops and seminars on a variety of topics and for a vari¬
ety of groups throughout the year.

History

Gardner- Webb University has experienced remarkable growth, perseverance, and
maturity. The institution began as a boarding high school and later became a junior
college. Today Gardner- Webb is a thriving regional university with growing master’s
and doctor’s programs.

From a movement initiated by the Kings Mountain Baptist Association in 1903,
and later joined by the Sandy Run Baptist Association, the Boiling Springs High
School was chartered on December 2, 1905, as an institution “where the
young... could have the best possible educational advantages under distinctive
Christian influence.” This close relationship of the institution to the area churches
continues today.

In response to the changing educational needs of the area the institution was
transformed into the Boiling Springs Junior College in 1928. The Great Depression
created many problems for the College, but its survival was secured by the sacrifices
of many loyal supporters.

In 1942, Governor O. Max Gardner began devoting his energy, time, and wealth
to strengthening and guiding the College. So important was his influence that the
name of the institution was changed to Gardner- Webb College in honor of the gov¬
ernor, his wife Fay Webb Gardner, and their families.

The decades following World War II were years of physical growth and academic
development. New buildings went up as enrollments increased. A major step in the
institution’s development was its full accreditation as a senior college in 1971. In

Introduction to Gardner- Webb / 7

1980 the institution began offering a master of arts degree in education.

The institution officially became known as Gardner- Webb University in January
1993, culminating years of preparation. Today Gardner- Webb is a thriving regional
university which offers eight distinct degree programs, has a highly qualified faculty
and a beautiful campus of over 200 acres.

Historically the University has played significant roles in teacher education and
ministerial preparation for church-related vocations. Programs of instruction and
experiences designed to prepare teachers and ministers continue to be major objec¬
tives of the University.

Although there have been many changes over the years, Gardner-Webb
University remains closely related to the Baptist State Convention of North
Carolina. The University holds in high esteem its commitment to Christian princi¬
ples and values as the best foundation for the development of human personality and
social order.

Presidents

James Blaine Davis, 1928-30; Zeno Wall, 1930-32; James L. Jenkins, 1932-35;
A.C. Lovelace, 1935-36; George J. Burnette, 1936-39; J.R. Cantrell, 1939-43; Philip
Lovin Elliot, 1943-61; E. Eugene Poston, 1961-76; Craven E. Williams, 1976-86; M.
Christopher White, 1986-2002, Frank Campbell, 2002-.

The Purpose of Gardner-Webb University

Gardner-Webb, a private, Christian, Baptist-related university, provides superior
undergraduate and graduate education strongly grounded in the liberal arts. By fos¬
tering meaningful intellectual thought, critical analysis and spiritual challenge with¬
in a diverse community of learning, Gardner-Webb prepares its graduates to make
significant contributions for God and humanity in an ever-changing global commu¬
nity.

Statement ofValues

Academic Excellence

Visible enthusiasm for knowledge, intellectual challenge, continuous learning
and scholarly endeavors; proactive pursuit of educational opportunities within and
beyond the classroom for the sheer joy of discovery; notable recognition and accom¬
plishment within one’s field of study.

Liberal Arts

Broad-based exposure to the arts and sciences and to each field’s unique chal¬
lenges, contributions and lessons for life; complementing the acquisition of career-
related knowledge and skills with well-rounded knowledge of self, others, and soci¬
ety.

Strong Work Ethic

Pursuing a clear purpose and persevering despite distraction and adversity until it
is achieved.

Christian Heritage and Values

Self-giving service that displays itself in moral action in Christ-likeness; respect¬
ing the dignity and worth of others.

Teamwork

Working collaboratively to support and promote shared goals; assuming responsi-

Catalog of Graduate Programs / 8

bility willingly; meeting commitments dependably; handling disagreement c
structively.

Student-Centered Focus

Respecting the value and individuality of every student; lending an ear, a heart
and a hand to students in need; providing faculty, staff, facilities and programs that
appeal and involve, thereby affording every student varied and valuable opportuni¬
ties for personal and professional development; contributing financial assistance
where necessary in support of students’ educational activities.

Institutional Involvement and Responsibility

Actively assisting our local, national and global community through research,
education, volunteerism and outreach; fostering dialogue and action in support of
human welfare and environmental stewardship.

Diversity

Studying, respecting and celebrating our world’s rich mix of cultures, ideologies
and races. Conducting GWU’s recruitment, employment and advancement prac¬
tices in a manner that ensures equal opportunity for all qualified faculty, staff and
students without regard to race, gender, or national origin.

Templeton Foundation

T Gardner-Webb University is proud to have been consistently honored by the
John Templeton Foundation as a “Character-Building College.” The Templeton
Foundation grants this recognition to a limited number of schools which have the
building of character as a major part of their mission and who do what they say -
build character in students.

Accreditation

Gardner- Webb University is accredited by the Commission on Colleges of the

G?orImd00^C4noO7n T,COiilegeS andLSch°°ls (1866 Southern Lane, Decatur,
RacrT t4 7; TelfPhone number 404-679-4501) to award Associate
Baccalaureate, Master s and Doctoral degrees. In addition several departmental pro-
nrooram? accredlted bY ,tbe appropriate state or national agencies. The education
the Nati0nal Council for Accreditation of Teacher
Pubrc In^i ? ^anxd/^LaPPr°Ved by the the North Car°bna Department of
Public Instruction The M. Christopher White School of Divinity is accredited by

Snivtrs^1 * / Thfu0g,!Cal Sch0°ls “ the United States and Canada. The

traintaTSK^denl immigrati°n aUth°ritieS rflhe ^ ^ f°r the

Campus and Buildings

is rWebb ? mpus iS beautiful> spacious, and rich in lawns and trees. It

ofmllfr, I a equlPPed to serve its living and learning community. Over 200 acres
andtiX 3 raPC PrdC m°re than ade9uate space for buildings, playing fields
Dieted ' aPCd areaS' Eifenslve hu'ldmg and improvement projects have been com-
a resUentTdnt ^T'a / prCSent livin8 and dmmg facilities are designed to serve
arethe followtg: ^ °f ^ approximately 1.300. Among the campus and buildings

arotndle ~ “fTr IT? °f practice and plaY^g fields, situated
SDac^nr ,11 P 1 for fo°tba11’ baseball> soc«r and softball. There is adequate

space for all sports, intramural and intercollegiate.

Campus and Buildings / 9

Bost Qymnasium and Swimming Pool is part of the University Physical
Development Complex. Renovated in 1999, it is named in memory of L.C. Bost of
Shelby and Jean Bost Gardner. The facility contains basketball courts and classroom
areas. The swimming pool is heated and enclosed for year-round use.

Broyhill Adventure Course, funded by the Broyhill Foundation and constructed
in 1999, the Alpine Tower, the Climbing Straight Wall, and the Rescue Exercise
provide leadership training activities for students and other groups.

Communications Studies Hall, formerly the Boiling Springs Elementary School,
was acquired in 1990. It houses the Communication Studies Department offices, the
Millennium Playhouse and classrooms for journalism, photography, television, radio
and theater.

Craig Hall is named in memory of Hubert M. Craig, Sr., of Gaston County, a for¬
mer trustee of Gardner- Webb University. The building was renovated in 1998 and
houses classrooms and offices for the Education and English departments.

Dover Campus Center, constructed in 1966, was completely renovated in 1990.
It houses the cafeteria, lounges, the Campus Shop, the Center for Congregational
Enrichment, Financial Planning, and the undergraduate admissions offices. The
building is named in memory of Charles I. Dover of Shelby.

Dover Memorial Library is named in memory of Mr. and Mrs. John R. Dover, Sr.,
pioneer industrialists of Cleveland County. The three-story structure, erected in
1974, is designed to provide seating for over 450 students.The library is equipped
with state of the art computer technology, which provides access to libraries around
the world. The holdings include several special book collections, the most notable
being the library of the local post-Civil War author, Thomas Dixon, and the diaries
and scrapbooks of the late Mrs. O. Max Gardner. The library houses the Belk-Ellis
Multimedia Center, provided by the William Ellis family of Shelby, N.C., and the
Belk Foundation. The library houses a model of Jerusalem’s Herodian Temple Mount
during the time of Jesus. The 240-square-foot replica, one of only two in the world
of this stature, was constructed by William McGehee of Winston-Salem and donat¬
ed to the school as a teaching tool. Located across from the Library is the Kathleen
Nolan Dover Garden.

Dover Memorial Chapel is a gracefbl and inspiring structure which stands at the
formal entrance to the campus. Erected in 1972, the interior features a 336-seat
auditorium. The lower level houses the Social Sciences department and classrooms.

Elliott Hall, originally constructed in 1952, honors the memory of the seventh
president of the University. Renovated in 1985, the building houses the Nursing
Program and classrooms.

Elliott House houses the University radio station WGWG, a 50,000 watt stereo
FM educational station broadcasting over a radius of 75 miles. Public Relations and
the University Publications Department are also located in Elliott House.

Qardner Memorial Hall, completed in 1948, was constructed and furnished by
the family of the late Governor O. Max Gardner. The building contains a recital
hall, music studios and offices, classrooms, practice rooms, a band room and the
campus computer technology offices.

Catalog of Graduate Programs / 10

Hamrick Hall was built after World War I as a memorial to area residents who
ri9«r1VeSU C3USe °f freedom- Ic was destroyed W Are and rebuilt in 1940.
b?,i d43’ he r?buli S“ Was named in memorV ofE.B. Hamrick. In 1982, the
budding was p aced on the National Register of Historic Places. In 1998, the build-

now hon“* ,he ^ °f B” •*»

by walking trails, rmd a bell ,„w„ aZ^XSSa """""

Lindsay Hall, completed in 1967 and completely renovated in 1992 is a three-
story, air-conditioned structure. It was named in memory of David and Winifred

School fn3537’ °f uUtDe^°rdt0n' The building houses the M. Christopher White
School of Divinity, the Religion and Psychology departments and classrooms.

ledc adSnSrar d gaT and various meedngs. Classrooms, offices for ath-

Christoph^1 mfreSch19Pf n 3 tW°'St°ry bljck structure which houses the M.
b, memory of Dr, mrS^TbS^S™' ”” hl" “ “J

^Physical Plant Offices are located just south of the main campus on Highway

woZS'^eJXtZsT^ K'f '“I ** “d

Association). OC-CSA (Greater Cleveland County Soccer

in«S6000e,a oompleral i„ 1 ■ 966, include, a football stadium se„.

?JZ; W td"v,™ pTCT1 fT“ ^ “"V » -med in me" o-

hooo, ^SCiS sSE? PmB ^ “ ”™1 <»

gram ’i* houses baseball and tennis pro¬
Re™iH,i‘hw “Zif if ■*“ H A P7 <* ”»«! ” memo,, of the

^velopmennsmdent^ZXX^tl^A^ * ^

Campus and Buildings / 11

Suttle Wellness Center was completed in 2000 and is named in memory of J.L.
Suttle Jr., of Shelby, N.C. Added as a wing to the University Physical Development
Complex, the Suttle Wellness Center contains a wellness/fitness center with state of
the art exercise equipment as well as a student recreation area.

University Physical Development Complex. This complex consists of the Suttle
Wellness Center, the Bost Gymnasium and Pool, and the office suite for the
Department of Physical Education, Wellness and Sports Studies.

Washburn Hall was purchased and completely renovated in 1990. The building
contains the offices of the College for Extended Professional Studies (GOAL), the
Graduate School, and Counseling and Career Services and Academic Advising. It
is named in honor of Dr. and Mrs. Gene Washburn of Boiling Springs, N.C.

Washburn Memorial Building is a brick structure erected in 1941 by Seaton A.
Washburn in memory of the Washburn families. Originally used as a library, the
building now houses the Department of Foreign Languages.

Webb Hall was built by the O. Max Gardner Foundation in memory of Mrs. O.
Max (Fay Webb) Gardner, her parents, grandparents, and great-grandparents. The
first wing was completed in 1960, and the second wing was added in 1973. The
building houses administrative offices, including the office of the president. In front
of the Webb Hall is the Suttle-Wall Tower of Light. The tower, built in 1969, is in
memory of Joseph Linton Suttle and Dr. Zeno Wall.

The Webb Tennis Complex , constructed in 2000, is one of the premier tennis
facilities in the region. The twelve courts are ideal for intercollegiate and recre¬
ational play. The courts are lighted for evening play.

Williams Observatory, named in honor of Gardner- Webb’s ninth president Dr.
Craven E. Williams, was built in 1990.

Withrow Mathematics and Science Hall, named in memory of A.T. Withrow of
Charlotte, has facilities for mathematics, biology, chemistry, and physics.

Wrestling Building, located south of the main campus, provides office and prac¬
tice space for the wrestling team.

Residential Student Halls

Residential students may choose from the following eleven residential facilities
which offer a range of housing options - Decker, H.A.P.Y., Lutz-Yelton, Mauney,
Myers, Nanney, Royster, Spangler, Stroup, University Commons (six apartment
buildings), and University Honors.

Satellite Campuses

Qardner-Webb University at Statesville is located at Statesville, N.C. A wide
range of undergraduate and graduate programs is offered at this location. Schedules
are arranged to accommodate the needs of working adults.

Qardner-Webb University at Charlotte is located at Charlotte, N.C. The GOAL
program, Graduate School, and Graduate School of Business programs are taught
during the evenings and on Saturdays.

Catalog of Graduate Programs / 12

Distance Learning

A limited but increasing number of graduate courses are offered in an on-line
format m addition to the traditional classroom format. For information contact the
appropriate Dean or Program Director.

SpecialAcademies

The Broyhill Academy for the Study of Independent Concepts

The Broyhill Academy’s programs are designed to help citizens examine basic
concepts and issues, especially the preservation of individualism and a free eco-
nomic system. Through a variety of conferences, symposia, and publications, the
Academy provides information relative to economic, social, and ethical issues.

B.E. Morris Academy for Christian Studies

ass^ cbnrrdRmy^°nSOrS Special ITT8 °PPortunities both on and off campus to
assist church and denominational leaders in their ministries.

Visitor’s Information

“ G^er-Webb University are welcome at all times. The administra¬
tive offices are open Monday through Friday from 8:00 a.m. until 5-00 n m
Interviews and campus tours are available between the hours of 9:00 a.m. and 4-00

am aSbt7 Administrative officers and members of the faculty

are available at other times by appointment.

Travel Information

ty Ssfou'Sb^H'^^n iS in ^ tOW^ °f B°iling Springs’ RC- a oommuni-
6 Un!ZfrSlty is ,°nly 13 miles from Interstate 85 and three
miles from U.S 74. It is accessible to airline services at Charlotte and Greenville-

s5S ,nd the •»«

Web Site

on theP t0 iS n0C,possibIe- the University can be experienced

camnus tfe Zd .WWW-8ardner'«'ebb.edu for all the latest information about
PrZerri ? i VTO&*ms’ athl«ics and other events making news at GWU

^Sd evenZSvf Z ^ “ TPUSLt0Ur’ Submit T-stions abom the universi¬
ty, and even apply for admission through the web site.

Academic Information

Academic Information / 13

The general Academic Information in this section applies to each of the graduate
«nd°t°FS °ra,duate School> the Graduate School of Business,

and the M. Christopher White School of Divinity. See the section on each school
tor academic information specific to that program.

Course Registration

Registration includes academic advising, selection of courses, and payment of
fees. During preregistration, students should consult with their academic advisers on
course selection and other degree requirements. However, it is the responsibility of
the student, not the academic adviser, to ensure that all University graduation
requirements are met. 5

Students will not receive credit for any course for which registration has not been
completed. Unless students and their advisers consider it essential, they should not
change the schedule after registration.

Late Registration

Students must register according to the information given at preregistration.
Continuing students who register after the published mail-in deadline must pav a
$50 late registration fee. Students may register for a course after the first class meet¬
ing only with the prior approval of the professor and the dean or program director.

Dropping, Adding, and Changing Courses

Clmnges in a student’s schedule may be made by telephoning the Registrar’s
Office. The Dean or Director, the Financial Planning Office, the Business Office
and the adviser are notified of the change. A fee will be charged unless the change
is requested by the administration. 6

When a student officially withdraws from a course, a grade of “W” (withdrew) is
recorded during the first four weeks of the fall and spring semesters, or during the
first week of a summer term. After this period a “WP” (withdrew passing) or “WF”
(withdrew failing) is assigned by the professor based upon an assessment of the stu-
wor,k to date m the course. No hours attempted are recorded for “W” and
WP grades.

The last day for dropping an individual course is four weeks after midterm or a
date not to exceed 75% of the course. The specific date is established each semester
by the Registrar and published in registration materials mailed out by each graduate
school. After this time the only courses which will be dropped are those which a stu¬
dent drops when withdrawing from school.

Academic Advising

Each student admitted to graduate study is assigned a faculty adviser who assists
the student in developing a program of study. Advisement sessions are scheduled
each semester for all graduate students. It is the student’s responsibility to meet with
the adviser at the scheduled session or to make arrangements for an alternative
meeting time. An appropriate schedule of courses leading to uninterrupted study
and completion of all requirements is assured folly accepted students who remain
continuously enrolled. Course scheduling, however, may prevent acceleration of the
completion of degree requirements. Other schedule options are available.

Catalog of Graduate Programs / 14

Course and Schedule Changes

The University reserves the right to cancel or discontinue any course because of
small enrollment or for other reasons deemed necessary. In order to assure quality
instruction, the University reserves the right to close registration when the maxi¬
mum enrollment has been reached and to make changes in schedule and/or faculty
when necessary.

Academic Load

Graduate School

In the Graduate School a full load is six semester hours during the summer term
and three to six semesters hours during each regular semester, depending on the stu¬
dent’s program.

Graduate School of Business

A full course load is six semester hours during fall semester, spring semester, and
three semester hours each summer semester. Most students take six hours during fall
and spring and three hours each summer semester. The maximum course load for
students is nine hours during fall and spring semesters and three hours each summer
semester. It is recommended that students who are employed full-time register for no
more than six hours during fall and spring semesters.

Most students begin the program in August, but entry during spring and summer
!S an option. Students who begin in August and successfully complete two courses
each fall, spring, and summer will graduate at the end of their second summer of
study, 24 months after beginning the program. Students taking less than two cours¬
es in a semester will most likely graduate in three or four years. Six calendar years
are allowed for completion of the degrees.

School of Divinity

A minimum full-time course load for M.Div. degree students is nine hours per
semester. The maximum course load for M.Div degree students is seventeen hours
per semester. This definition of a full-time load is made for those students requiring
certification of full-time status for participation in insurance programs, college loan
deferral programs, the receipt of veteran’s benefits, or the regulations of U.S.
mmigration. A class load of more than fourteen hours per semester must be
approved by the student’s faculty mentor. It is suggested that new students restrict
their class loads to nine to twelve hours in the initial semester.

■ f'fiii -tl0n °f 3 ful1 course load is made for those students requiring certifica¬
tion of full-time status for participation in insurance programs, the receipt of veter-
ans benefits, or the regulations of US Immigration. Students enrolled hill time are
eligible to apply for various financial aid packages. The students should consult with
the financial Planning office regarding the availability of financial aid.

Auditing Courses

Any Gardner- Webb student may audit a course for a $100 fee. The auditor is
expected to complete the special auditor registration form and to complete all course
reqmrements, with the exception of tests and examinations. Approval of the pro¬
fessor and the Dean or Director is required.

Computer Facilities

aJlSend 1jCad°nS onrcamPus> the Gardner- Webb University student has ready
and nnm 3 Wl 6 VanetY °f computer facilities, including five minicomputer systems

ScfenceandMmiCrOCOmPUitef' In addid°n t0 the USe in the Computer

science and Management Information Systems programs, computers are an integral

Academic Information / 15

part of programs such as English, Education, Psychology, and Business.
tionSCCeSS t0 Intemet ‘S Provided through computer labs on campus and other loca-

Library

The Dover Memorial Library is an active and integral part of the University’s aca¬
demic program. The Library’s collections, available on open stacks, support all areas

200 OnnCUrTU Um t0tal ltem C0Unt of aPProx'mately 800,000, including

200,000 volumes, 500,000 microforms, and many other materials such as videos

acMss3 to iore rd ““Puter.fdes- The library has print and/or online full-text
access to more than 9,000 periodicals and is a selective depository for federal gov¬
ernment documents. 6

In addition to its collections, the library provides numerous services to reinforce
and enhance the instructional process for both on and off-campus students.
Professional librarians are available for individual and group instruction. Interlibrary
loan audiovisual and production (lamination, transparencies, etc.) services are
available. The Library s home page at www.library.gardner-webb.edu provides infor-
I0" Say tKe Llbr?I7’a Ubrary handbook for students, access to our automated
catalog MAX a virtual reference page linking to recommended Web sites, and lists

rlZ°rU Y Putr°nS “f7 USe the Llbrary computers to conduct both

research in the NCLIVE databases and general Intemet research as well as to access
the University’s own collections.

Library Privileges

Student identification cards are prepared at the time of registration. These cards
are necessary in order to use the Dover Memorial Library and other facilities where
identification is required. Currently enrolled students may check out materials use
interhbrary loan etc. Library privileges require compliance with stated policies
check7uteprMlegeTaterl C° C°mply ma? result in fines ^d suspension of

Class Attendance Policy

Regular class attendance is an important student obligation. Students are respon¬
sible for all course work conducted in class meetings. Students are required bv uni¬
versity policy to attend a minimum of 75% of the scheduled class meetings
Furthermore, it is the prerogative of the professor to set a more stringent class atten¬
dance policy. During the first week of the semester, the professor will clearly state
m writing, the attendance policies which will govern the class. Students are resnon
sible for knowing the number of absences that they accumulate P

Absence from class does not excuse the student from responsibility for class work
Planned class absences for official business or foreseeable personal circumstances
must be negotiated with the professor before the absence and plans made for com-
pleting course work missed.

Examinations and Reports

Comprehensive final examinations are required in every course at the end of the
semester. The only exceptions are courses which require major research papers as the
primary activity of the course A student who does not take the examination at the
scheduled time will receive a failing grade in that subject unless excused by the pro!
fessor. If the student is excused, the grade will be recorded as Incomplete

Grades will not be recorded if the student’s account is in arrears unless satisfac¬
tory arrangements have been made with the Business Office.

Catalog of Graduate Programs / 16

Grades and Reports

Grading Systems and Quality Points

Graduation is dependent upon quality as well as upon quantity of work done.
Letter grades are used. They are interpreted in the table below, with the quality
points for each hour of credit shown at the right.

Hours Attempted

Quality Points

Grades Per Credit Hour

Per Credit Hour

A - Superior

B - Satisfactory

C - Passing

D - Marginal (Divinity only)

F - Failing

I - Incomplete

IN - Incomplete in Internship
or Practicum

W - Withdrew without
penalty

WP - Withdrew passing

. 0

WF - Withdrew failing

An I is assigned where course work is not complete because of circumstances
beyond the control of the student. The student has until midterm of the following
semester to complete the course work and remove the I; otherwise, the professor will

assign an r grade. ,

A W will be assigned when a student withdraws from a course during the first four
weeks of the semester or the first week of a summer term. After the first four weeks
of the semester, a WF or WP is assigned by the professor based upon the professors
assessment of the student’s work to date in the course.

Academic Probation and Suspension

Graduate School, Graduate School of Business

F Grade

Any admitted student receiving a grade of F in a graduate course will be sus¬
pended. The student may reapply after one year. The department graduate faculty
makes the decision on whether to readmit, and, if readmitted, the stipulations that
will apply. If readmitted, the student must repeat at Gardner- Webb the course in
which he or she received the F, making at least a B. Only the higher grade will be
counted in computing the Gardner-Webb grade point average, although the lower
grade will remain on the official transcript. No more than one F may be repeated.

C Grade

A student who receives nine hours of C grades will be suspended. The student
may reapply after one year. The graduate faculty makes the decision on whether to
readmit and, if readmitted, the stipulations that will apply.

Repeating Courses

Courses may be taken only once with the exception given under the F grade pol¬
icy above.

Academic Information / 17

School of Divinity

A student must have at least a 2.0 overall Grade Point Average to be awarded a
degree in the School of Divinity. When the GPA falls below 2.0, the student is
placed on academic probation and is so notified. In order to be removed from acad¬
emic probation, the student may enroll for a maximum of nine semester hours in the
following semester and attain a cumulative GPA of 2.0. If at the completion of this
semester the student has not attained a 2.0 GPA, the student may be placed on aca¬
demic suspension. Students placed on academic suspension will be required to with¬
draw for at least one semester (not including summer sessions). After that time, stu¬
dents wishing to resume studies may seek readmission to the degree program.
Students who are readmitted after having been placed on academic suspension will
be allowed to take no more than six hours and must earn a semester grade point
average of 2.50. Students failing to meet this stipulation may be subject to academ¬
ic dismissal.

Repeating Courses

Only courses with a grade of “D,” “F,” or “WF” may be repeated and then only
once. When a course is repeated at the School of Divinity, only the higher grade is
counted in computing the student’s overall grade point average, although the lower
grade remains on the official transcript.

Transfer Courses While on Suspension or
Probation

A student may not take courses for transfer credit from another institution while
on suspension or probation.

Retention Policy

Graduate School, Graduate School of Business

A student must have an average of 3.0 overall to be awarded the M.A., M.S.,
M.B.A., I.M.B.A., or M. Acc. degree. When the GPA falls below 3.0, the student is
placed on probation. If, after six hours of additional work, the student does not
attain a 3.0 overall, the student will be suspended. The student may reapply after
one year. The department graduate faculty makes the decision on whether to read¬
mit and, if readmitted, the stipulations that will apply.

School of Divinity Academic Dismissal Policy

Students who fail to satisfy the requirements for removal of academic suspension
after having been readmitted will be required to withdraw from enrollment in the
degree program. Students who are dismissed under these conditions are not eligible
for readmission.

Transcripts

The Registrar will furnish transcripts of credit upon written request. Official
cqpies are $5 each, and this fee should accompany the request.

No transcript will be issued until all the student’s accounts have been settled sat-
•isfactorily.

Student Accessto Educational Records

Gardner- Webb University complies with the Family Educational Rights and
Privacy Act of 1974. This Act is designed to protect the privacy of educational
records, to establish the right of students to inspect and review their educational
records, and to provide guidelines for the correction of inaccurate or misleading data
through informal and formal hearings. Students also have the right to file com-

Catalog of Graduate Programs / 18

plaints with The Family Educational Rights and Privacy Act Office (FERPA) con¬
cerning alleged failures by the institution to comply with the Act.

Institutional policy explains in detail the procedures to be used by the institution
for compliance with the provisions of the Act. Copies of the policy can be found in
the Office of the Registrar. That office also maintains a Directory of Records, which
lists all student educational records maintained by the institution. Information
known as Directory Information will be published unless the student specifically
requests that the Registrar’s Office withhold this information. Directory Information
is defined as the following: student name, local and permanent addresses, telephone
numbers, date of birth, major(s), dates of attendance, previous educational institu¬
tions attended, and degree and awards received.

Questions concerning the Family Educational Rights and Privacy Act may be
referred to the Office of the Registrar.

Fair Process

A student who experiences a problem concerning a grade or any other aspect of
a course should first discuss the matter with the professor. If the problem is not
resolved, he or she should go next to the chair of the department or the coordina¬
tor/director of the particular graduate program, whichever is appropriate. If not sat¬
isfactorily resolved, the matter should be taken to the Dean or Director, who will
hear only those parties involved and make a decision in the case,

AcademicAppeals

Graduate School, Graduate School of Business

If the student is not satisfied with the decision in his or her case, that student has
a right to appeal He or she should address a letter to the Chair of the Graduate
Council, stating the reason for the appeal and explaining the circumstances. If the
student is asked to appear before the Council, he or she at that time may bring a rep¬
resentative from within the University to act as counsel. Deadline for an academ¬
ic dishonesty appeal is seven days after the date of the decision being appealed.
Deadline for other types of academic appeals (except for grade appeals) is eigh¬
teen months after the date of the decision being appealed. Grade appeals must be
completed on or before the last day of the following semester.

School of Divinity

A student who experiences a problem concerning a grade or any other aspect of
a course, including issues relating to but not limited to academic dishonesty, should
first discuss the matter with the professor. If the problem is not resolved, the student
should go next to the Associate Dean of the School of Divinity. If the student or the
professor is not satisfied with the decision of the Associate Dean, either party may
take the matter to the Appeals Committee whose decision is final. The Appeals
Committee consists of the Dean of the School of Divinity, who serves as chair, and
two School of Divinity faculty members.

i ^ !nltl,a“ ™ apPeal> the dissatisfied party should address a letter to the Dean of

stln^cTkn 1VlmtT; Stating the reaSon for the aPPeal and explaining the circum¬
stances. The Dean will convene the Appeals Committee. If the student or the pro-
ssor is asked to appear before the committee, he or she at that time may bring a
representative from within the University to act as counsel. The deadline for an aca¬
demic dishonesty appeal is seven days after the date of the decision being appealed,
teen S' * Lacademic aPP** (except for grade appeals) Is eigh¬

teen months after the date of the decision being appealed. Grade appeals must be

Academic Information / 19

completed prior to the last day of the following semester. Grade appeals relating to
courses taken during the summer must be made prior to the last day of the following
fall semester.

Academic Honesty

Graduate Programs
Code of Academic Integrity

Preamble

As students willingly accept the benefits of membership in the Gardner- Webb
academic community, which was founded on the ideals of Christianity, they acquire
obligations to observe and uphold honesty, integrity, and truthfulness.

Gardner- Webb University expects its graduate students and faculty to display aca¬
demic integrity. As in any community, this institution must be governed by regula¬
tions, which function best when they are fully understood, accepted and cherished
by every member of the academic community. Therefore, all graduate students and
faculty members are expected to be familiar with, and to base their actions upon, the
following statements regarding academic integrity.

Code of Graduate Student Academic Integrity

The Code of Academic Integrity governs the responsibility of students in the var¬
ious graduate programs of Gardner- Webb University to maintain integrity in acade¬
mic work, defines violations of the standards, describes procedures for handling
alleged violations of the standards, and lists applicable penalties.

Student Responsibilities

1. Students should recognize that the regulations governing academic integrity
exist for the protection of the honest and that dishonesty in an academic setting
must not be tolerated, much less condoned.

2. Students are responsible for their own work. Any assignment turned in by a stu¬
dent is assumed to be the work of the student whose name appears on the assign-

3. Students are ultimately responsible for understanding faculty members’ instruc¬
tions for assignments. If instructions are not clear, students must seek clarification
from professors.

4. Students must understand the definitions of cheating, plagiarism, and other
forms of academic dishonesty.

5. Students should familiarize themselves with the proper use of citations and
quotations in order to avoid submitting other people’s work as their own.

6. Students are expected to report incidents of academic dishonesty to their pro-

7. Students who threaten or coerce other students or faculty members for report¬
ing a violation of the Code of Academic Integrity will face disciplinary action, with
dismissal from graduate study at Gardner- Webb University being the recommended

. punishment.

Infractions of the Code of Academic Integrity include,
but are not limited to, the following:

Cheating - Intentionally using or attempting to use unapproved materials, infor¬
mation, notes, or other devices including unauthorized communication during an
academic exercise.

Fabrication and Falsification - Intentional and unauthorized alteration or manu-

Catalog of Graduate Programs / 20

facturing of any information in an academic exercise. Fabrication is a matter of
inventing information for academic purposes, whereas falsification is a matter of
altering information.

Multiple Submission - The submission of substantial portions of the same acade-
mic work (including oral reports) for credit more than once without authorization.

Plagiarism - Intentionally or knowingly presenting the work of another as one’s
own (i.e., without proper acknowledgment of the source). The sole exception to the
requirement of acknowledging sources is when the ideas, information, etc., are com¬
mon knowledge.

Abuse of Academic Materials - Intentionally or knowingly destroying, stealing or
making inaccessible library and other academic resource material.

Complicity in Academic Dishonesty - Intentionally helping or attempting to
help another to commit any act of academic dishonesty.

Faculty Responsibilities

1. Faculty must explain all assignments as thoroughly as is reasonable and should
address any extraordinary limitations on outside assistance.

2. Faculty members should take reasonable precautions in giving tests to reduce
the likelihood that violations occur. The fact that a faculty member did not take a
specific precaution does not, however, constitute an excuse for any form of academ¬
ic dishonesty.

3. Faculty must be willing to investigate and, if circumstances warrant, press
charges against students suspected of academic dishonesty.

4. Faculty members must file an Academic Dishonesty Report any time they
charge a student with an infraction.

5. Faculty members must seek to be fair in their dealings with students, particu¬
larly regarding cases of academic dishonesty, and must realize that no student can be
convicted on suspicion alone.

Procedures

A student is accused of, and charged with, violating the Code of Academic
Integrity by the professor in the course. A Report of Academic Dishonesty form
describing the alleged violation in full is initiated by the professor and completed
either in person, by registered mail, by email, or by fax between the graduate stu¬
dent and the professor. The student is required to enter on the report a plea of
either Responsible or Not Responsible within two business days. No response is
considered as Responsible.

Responsible

A plea of Responsible means that the student is not contesting the allegation and
accepts the penalty to be imposed by the professor. The professor then sends the
completed Report of Academic Dishonesty to the Chair of the Graduate Council,
who sends a copy to either the Dean of the Graduate School or Dean of the
Graduate School of Business.

Not Responsible

A plea of Not Responsible means that the student is going to appeal the allega¬
tion and the recommended penalty. This plea requires that a written explanation
be filed with the Chair of the Graduate Council within seven days of the date of
the plea. The written explanation should include all of the circumstances and the
grounds for contesting the charges. The professor sends the Report of Academic
Dishonesty, and the student sends his/her written explanation, to the Chair of the

Academic Information / 21

Graduate Council, who sends a copy to either the Dean of the Graduate School or
Dean of the Graduate School of Business. When the Chair of the Graduate Council
receives the completed Report of Academic Dishonesty and the student’s written
explanation, the chair, in consultation with either the Dean of the Graduate School
or Dean of the Graduate School of Business, appoints an Appeals Committee com¬
posed of the Chair and two other members of the Graduate Council. The Appeals
Committee examines the Report of Academic Dishonesty and the student’s written
response. The committee may hear from the professor and the student, if they wish
to appear before the committee. The committee decides whether to uphold or over¬
turn the faculty member’s allegation and the proposed punishment. It reports its
findings to the Graduate Council, the faculty member, and the student.

Once the Appeals Committee makes its report, either the faculty member or the
student may appeal the findings to the Provost within seven days, only on the basis
of additional evidence, improper procedure, or a punishment inconsistent with the
offense. The Provost may decide to hear the appeal or deny a further hearing. The
Provost’s decision is final.

Penalties

A student convicted of academic dishonesty may receive an F in the course, a sit¬
uation which brings automatic suspension from graduate studies.

Student Grievance Policy (non-academic )

Any Student who believes he/she has been discriminated against by a member of
the faculty, an employee of the University, or by a fellow student is encouraged to
file a complaint. If a student believes he/she has been discriminated against in
accordance with policies and practices listed under Title VI of the Civil Rights Act
of 1964, Title IX of the Educational Amendments of 1972, or section 504 of the
Vocational Rehabilitation Act of 1973, he or she may make a claim that his or her
rights have been denied. Claims or grievances should be filed with the appropriate
University official.

Complaints and grievances related to academic matters should be made in accor¬
dance with policies and procedures stated in the current Catalog of Graduate
Programs.

Complaints and grievances related to non-academic employees of the University
should be made to the supervisor of the employee or to the vice president of that

Complaints and grievances related to student life, student activities, residence
life, counseling, safety and security, or campus ministry should be made to the Vice
President and Dean of Student Development.

Complaints and grievances related to admissions practices, recruitment, and
financial aid should be made to the Vice President for Enrollment Management.

Complaints and grievances related to accounts payable and business office relat¬
ed functions should be made to the Vice President of Business Affairs.

Complaints and grievances related to athletics should be made to the Vice
President for Athletics.

Complaints and grievances related to public relations, publications, and dona¬
tions to the University should be made to the Vice President for University
Relations.

Complaints and grievances specifically related to the Americans with Disabilities
Act (ADA)/Section 504 should be made to the Director of Human Resources, who
serves as the ADA/504 coordinator. [Complaints and grievances specifically relat-

Catalog of Graduate Programs / 22

ed to educational support services may be made to the Director of the Noel Program
for the Disabled.] Complaints and grievances unresolved at this level may be
addressed to the Human Relations Committee. The Director of Human Resources
will assist with the forwarding of unresolved complaints and grievances to the
Human Relations Committee. Decisions by the Human Relations Committee are
subject to review by the Provost. The Provost may take whatever action he deems
necessary and appropriate. The Provost’s conclusions and actions are final.

If a student believes he/she has been harassed or otherwise discriminated against
because of race, gender, religion, color, national or ethnic origin, age, disability, or
military service, the student should report the matter immediately to the Vice
President and Dean of Student Development. In the case of sexual harassment, the
complaint should be made in accordance with the University’s sexual harassment
policy as stated in the current student handbook. If a student is not sure how to file
a complaint, the Vice President and Dean of Student Development will assist the
student.

Complaints should be presented orally to the appropriate University officials
described above. If an informal discussion of the matter is not satisfactory, a written
statement of the complaint will be requested. A written statement should contain
the following:

a. The exact nature and details of the grievance.

b. The date, time, and place of the grievance.

c. The names of witnesses or persons who have knowledge of the grievance.

d. Any available written documentation or evidence that is relevant to the
grievance.

The University official who receives the written complaint will investigate the
complaint and take whatever action is deemed necessary and appropriate and will
respond to the student in a timely manner. If a student has followed the grievance
policy process and remains dissatisfied with the response to the complaint, the stu¬
dent may appeal to the Graduate Council or to the School of Divinity Appeals
Committee, whichever is appropriate, for academic matters and to the University
Appeal Board for non-academic matters. Decisions by the University Appeal Board
are subject to review by the Provost. The Provost may take whatever action he
deems necessary and appropriate. The Provost’s conclusions and actions regarding
the complaint are final.

Progress Review

When the M.A., M.S.N., M.Acc., M.B.A., or I.M.B.A. student has earned
between 15 and 21 hours credit, the student and the adviser review progress to date
and determine additional work to be completed for the degree. At this time the
adviser and the student fill out and sign a midpoint checklist.

Application for Degree

A student must apply for the graduate degree during the semester preceding the
final term of study. An appointment should be made with the adviser who will pro¬
vide appropriate forms to be filled out to obtain the degree. The adviser will validate
the information on the application. It is the student’s responsibility to turn in the
signed form to the Registrar. An $80.00 application for graduation fee is required;
this includes the academic regalia, diploma, and administrative costs. Students sub¬
mitting applications after the published deadline must pay a $50 late fee.

Academic Information / 23

Commencement Exercises

Gardner- Webb conducts commencement exercises at the conclusion of the
spring semester and at the conclusion of summer school. Each candidate for a degree
must be present for rehearsal and for the conferring of degrees. The University is not
obligated to grant a degree to any candidate for graduation who does not attend
these exercises. Any exception to this policy must be approved in writing by the
Provost.

Graduate Student Representation on
The Graduate Council

The Graduate Council is the governing body for all graduate programs at
Gardner- Webb except for the M.Div. and D. Min. degrees. Graduate students are
represented each year on the Graduate Council by a representative who has voting
privileges on the Council.

Honor Societies

Chi Sigma Iota

Membership in this International Counseling Academic and Professional Honor
Society is one of the highest honors a Gardner- Webb graduate student in the coun¬
seling program can attain for academic excellence. To be eligible for membership,
students must have completed 6 semester hours, have a 3.5 G.P.A. or higher, and be
a student in good standing.

Sigma Tau Delta

Sigma Tau Delta, the international English honor society, creates camaraderie
among English majors and minors, offers scholarships, provides publishing opportu¬
nities, and hosts a national conference where students can showcase their scholar¬
ship. Lifelong membership in Sigma Tau Delta is available to both undergraduate
and graduate students who meet the organization’s rigorous requirements.

Catalog of Graduate Programs / 24

Student Life

Gardner- Webb University is committed to the education of the whole person.
This includes the mind, the body and the spirit. To this end, the University consid¬
ers the student’s activities outside the classroom to be just as important as the class¬
room experiences. These activities and others help the student to develop social and
interpersonal skills, deepen spiritual commitments, explore career opportunities, for¬
mulate a philosophy of life, develop leadership skills, and develop sound ethical and
moral principles. The University supports and encourages student involvement in a
variety of activities.

Athletics

Gardner-Webb Intramurals

The Gardner-Webb Intramural/Recreational Sports Program’s purpose is to
actively encourage, provide, and promote recreational activities to enrich the qual¬
ity of physical, mental, spiritual, and social life for the Gardner-Webb “family.”

Intercollegiate

Gardner-Webb University is a member of the National Collegiate Athletic
Association Division I. As a member of the Atlantic Sun Conference, teams com¬
pete in men’s and women’s basketball, baseball, men’s and women’s golf, men’s and
women’s soccer, men’s and women’s cross-country, women’s volleyball, women’s soft¬
ball, men’s and women’s tennis and men’s and women’s track and field. As an asso¬
ciate member of the Big South Conference Gardner-Webb competes in football.
Other university sponsored sports are wrestling and women’s swimming. In addition
to NCAA I membership, Gardner-Webb belongs to the East Coast Atlantic
Conference (ECAC).

Broyhill Adventure Course

The Broyhill Adventure Course is a unique outdoor adventure challenge complex
that offers three experiential elements: the Alpine Tower II, the Carolina Straight
Wall, and the Rescue Exercise (all built by Alpine Towers, Inc.). The combined ele¬
ments offer participants an opportunity to experience climbing and problem solving
as a metaphor for accomplishing group goals and achieving personal growth.
Participants are given tasks or obstacles to overcome and are then asked to make the
connection between the experience and their everyday lives. The Broyhill
Adventure Course is based on the “Challenge by Choice” philosophy which allows
participants to choose the level of involvement with which they are comfortable.

Campus Ministries

While Gardner-Webb is committed to excellence in academics, it is equally com¬
mitted to the spiritual growth of each of its students. To encourage and challenge
the University community in their Christian growth, the Campus Ministries staff:

•Offers pastoral care to students, faculty, administration, and staff.

•Provides vocational counseling and placement assistance to students interested
in church-related vocations.

•Assists students in finding a place of worship as they seek a family of faith with
which to affiliate.

The Office of Campus Ministries provides numerous opportunities for the spiritu¬
al development of each student. Through student ministry organizations, students
are encouraged and challenged in personal discipleship, corporate worship, and life¬
changing ministry and mission experiences.

Student Life / 25

Counseling and Career Services

The Counseling Center provides personal and career counseling. Individuals are
helped in developing constructive life plans, handling crisis situations, and coping
with day-to-day problems. Programs and group counseling are available for special
needs and interest issues. All counseling is confidential. On-campus services of the
Counseling Center are made available at no additional cost to the student.
Appointments can be made by contacting the Counseling Center. Referral to local
community services may be made, if needed.

The Career Services Office is dedicated to serving Gardner- Webb students and
alumni with an emphasis on two fundamental roles - aiding in career exploration
and self-discovery and providing a myriad of resources to aid in the job search
process. All Gardner- Webb students and alumni are eligible for career planning and
placement services including use of SIGI-PLUS, a computerized guidance system,
resume writing assistance, and job listing service. The Career Services Office also
sponsors educational workshops, on-campus interviewing, and several career fairs
throughout the year, again open to all current students and alumni.

The Career Services Office also administers an online resume referral and job list¬
ing service. For a complete listing of upcoming events and a current copy of the Jobs
Bulletin, visit the website at www.careers.gardner-webb.edu. Bookmark the site and
visit often, as the content of the site changes daily.

Employers are an integral part of career services. However, the Career Services
Office reserves the right to refuse employers with discriminatory hiring practices.
The office will also make decisions regarding third-person employers and on campus
recruitment.

VOLUNTEERISM

The Office of Volunteerism exists to provide all members of the Gardner- Webb
community with meaningful service opportunities. Each year Gardner- Webb stu¬
dents, faculty and staff volunteer their time and talents to the surrounding commu¬
nity through various campus wide programs sponsored by the Office of
Volunteerism. These annual programs include the Volunteer Fair, canned food
drive, Salvation Army Angel Tree, Make-A-Difference Day, and others.

In addition to providing campus wide service programs, the Office of
Volunteerism also serves as a resource center and clearinghouse for volunteer infor¬
mation. Interested individuals and groups may visit the office to receive information
on various on-going and one time service opportunities.

Noel Program forthe Disabled

The Noel Program for the Disabled provides support services to deaf, blind, and
other identified disabled students.

In order to assess each disabled student’s needs and to provide the necessary sup¬
port services, professional documentation of a disability or disabilities must be fur¬
nished no later than three weeks prior to the beginning of services.

Residence Life

The University strives to make residential living attractive, comfortable and
developmental in nature. All of the residence halls are air conditioned. Students
should bring linens, pillow, and other items to personalize their room. It is strongly
suggested that they consult with their roommate about decor and items they want
to bring.

Residence halls open the day before registration each semester and close after
classes at the end of the fall, spring and summer semesters. Residence halls close dur¬
ing Christmas break except for international students or those participating in

Catalog of Graduate Programs / 26

University sponsored events. Students must sign-up to stay during other breaks.

Room assignments are made through the Residence Life Office. Notification of
room assignment will be made during the summer.

Each residence hall is staffed with an Area Director or Graduate Resident
Director and Resident Advisors. The staff is available to assist students with a vari¬
ety of situations and concerns. All halls are equipped with laundry rooms and vend¬
ing machines for snacks and beverages. Each room has telephone and cable TV ser¬
vice with DC and International access convenient to all areas of campus. In addi¬
tion, the campus is wired for internet use and voice mail.

Campus Shop

The Campus Shop, located in the Charles I. Dover Campus Center, provides all
books and materials needed by graduate students for their courses of study.
Textbooks are delivered to students at off-campus centers.

University Police

The University Police department is a multi-functional service agency whose pri¬
mary purpose is to protect the University community and enforce regulations
designed for safety and security of life and property. Full-time officers are profes¬
sionals who have been properly trained, certified, and commissioned. Services pro¬
vided by the department include traffic control, engraving for identification purpos¬
es, educational seminars, a 24-hour emergency number, vehicle entry service for
“lock-outs,” vehicle “jump starts,” and escort service on campus. Officers patrol the
entire campus on foot, on bicycles, and in marked/unmarked police vehicles. The
department also employs students who are uniformed.

Vehicle Registration

All motorized vehicles operated on Gardner-Webb property must be registered
with the University Police Office and display a valid permit. Graduate students can
obtain permits for $30.00 during registrations, orientations, and regular business
hours from the Office of University Police. A summer-only registration fee is $15. A
parking regulations and restrictions manual is distributed with each permit. The
University Police department is located in the Poston Center and operates on a 24-
hour basis. The Poston Center also functions as a reception center Monday through
Friday 8:00 A.M. until 10:00 P.M. and Sundays 2:00 P.M. until 10:00 P.M.

Identification Cards

Identification cards can be obtained from the University Police department. If a
campus visit is not possible, cards can be obtained by sending a photo (passport size
or larger) to the Graduate School, Graduate School of Business, or School of
Divinity Office. Identification cards are issued to first time students free of charge,
and replacement cards are available for $5.00. Identification cards are valid for the
duration of a student’s enrollment at Gardner-Webb University

Student Activities

The Office of Student Activities is responsible for the educational and entertain¬
ment programming for the students at Gardner-Webb University. A'variety of pro¬
grams is offered to help and encourage the student to grow socially, culturally and
spiritually. All students are encouraged to attend and take part in campus activities.

Student Life / 27

University Physical Development Complex

Gardner- Webb University offers students, faculty, and staff a facility furnished
with the latest state-of-art cardiovascular equipment to improve comprehensive
health and wellness. The Suttle Wellness Center, one of the areas in the University
Physical Development Complex, also houses a complete game room for student
enjoyment along with a TV viewing area and lounge for gathering with other stu¬
dents and friends. The Suttle Wellness Center, the Bost Gym and swimming pool, a
full aerobics workout room, and a ffee-weight room make up the Complex. Students,
faculty, and staff are encouraged to use this facility as a means of achieving overall
physical well-being and recreation.

Cultural Life

Each year a variety of programs is offered for the cultural and intellectual enrich¬
ment of campus life.

The Department of Fine Arts brings outstanding artists and performers to the
campus during the year. The Student Entertainment Association and the Student
Government Association also schedule a number of events. Distinguished scholars
in various fields are invited to the campus each year to provide lectures and semi¬
nars for the enrichment of the academic program.

There are also recitals in the Dover Theatre and in the O. Max Gardner Fine Arts
Hall by members of the Fine Arts Department faculty and advanced students in
music. Several choral and orchestral concerts are scheduled.

Plays presented by Gardner- Webb students and by visiting drama groups are also
a feature of the University’s cultural offerings.

Student Guidelines, Expectations and Rights

Gardner- Webb University is a community of students, faculty and staff who are
dedicated to learning and personal development in an environment of Christian
concern. As in any community, certain standards of conduct are necessary to protect
the safety, rights, health and general well-being of all members of the community.
The University strives to promote concern for the good of the entire group as
opposed to selfish individualism.

Each person whether student, faculty or staff voluntarily joins the University
community and thus is expected to abide by rules and regulations that have been
adopted to insure reasonable standards of conduct. The prohibited behavior code
describes conduct which the University does not tolerate. By enrolling in the
University, each student agrees to abide by University rules, regulations and expec¬
tations. The Board of Trustees has approved minimum penalties for certain of the
prohibited behaviors. The University assures fundamental fairness to any student
accused of involvement in prohibited behavior.

The Student Handbook describes the prohibited behavior code and the judicial
process used in the event that a student becomes involved in prohibited behavior.
The Handbook is distributed during orientation, at which time student rights,
responsibilities and expectations are explained in greater detail. The Handbook is
also available at the offices of Student Development.

Gardner- Webb University supports and is fully committed to the concept of a
drug and alcohol free campus community. In order to comply with the Drug-Free
Schools and Communities Act Amendments of 1989, Gardner- Webb publishes the
following and makes it available to each student.

(1) The unlawful manufacture, distribution, dispensing, possession or use of
controlled substances such as but not limited to the following:

Catalog of Graduate Programs / 28

Narcotics (heroin, morphine, etc.)

Cannabis (marijuana, hashish, etc.)

Stimulants (cocaine, diet pills, etc.)

Depressants (tranquilizers, etc.)

Hallucinogens (PCP, LSD, designer drugs, etc.)

Designer (MDA, MDA-known as ecstasy, ice, etc.)

Alcohol

is prohibited by students on Gardner- Webb University’s property or as any part of
the university’s activities. As a condition of enrollment, Gardner-Webb University
students will abide by these terms.

(2) Gardner-Webb will impose disciplinary sanctions on students who violate
the terms of paragraph 1, above. Upon conviction, the appropriate disciplinary
action, up to and including expulsion from the University and/or satisfactory par¬
ticipation in a drug and alcohol abuse assistance or rehabilitation program approved
for such purposes by a Federal, State, or local health, law enforcement, or other
appropriate agency, will be taken. More specific penalties are outlined in the
Gardner-Webb University Student Handbook. Violations may also be referred to
the appropriate civil authorities for prosecution under local, state, and federal law.

(3) Local, state, and federal laws prohibit the possession, and distribution of
illicit drugs, alcohol and weapons. The applicable legal sanctions for various offens¬
es are listed in the North Carolina Criminal Law and Procedure book, a reference
copy of which is maintained by the University’s Campus Police Department.

(4) Information describing the health risks associated with the illicit drugs
and abuse of alcohol is made available to all students. Additional information and
individual counseling is available through the University’s Counseling Center. If
necessary and at the student’s expense, referral can be made to an outside agency.

(5) Local, state and federal law prohibits the possession of weapons on cam¬
pus. These laws supersede any statutes which allow the possession of a concealed
weapon by permit. G.S. 14.269.2

Student Life / 29

Catalog of Graduate Programs / 30

Finances and Financial Aid

Gardner- Webb University offers graduate programs of high quality which prepare
students for professional careers. Tuition and fees are kept at reasonable rates and are
competitive with the leading universities in the region.

Tuition forthe 2003 - 2004 Academic Year

Graduate School

M.A., M.S., Ed.S. Programs $230/hr

Ed.D. Program $270/hr

Graduate School of Business

M.B.A., I.M.B.A., M.Acc. Programs $260/hr

M. Christopher White School of Divinity

M.Div. Program $225/hr

D.Min. Program $270/hr

Expenses

Application Fee (non-refundable) . $25.00

Late Registration Fee . >•• • $50.00

Transcript Fee (per copy) . $5.00

Replacement of I.D. card . $5.00

Automobile Registration (per year) . $30.00

Audit Fee (per course) . $100.00

Challenge Examination and

Examination for Advanced Standing Course Credit (per course) $150.00

School of Divinity Advanced Standing Exam Fee . $100.00

Graduation Application Fee . $80.00

Late Graduation Application Fee . $50.00

Private music instruction: piano, voice, organ, and/or instrumental

One 1/2 hour lesson/wk . $170.00

Two 1/2 hour lessons/wk . $270.00

(More than two lessons per week will be billed at $100 per half hour of
additional instruction time.)

Student Activity Fee, per semester for all M.Div students . $20.00

(Payable to GWU School of Divinity)

School of Divinity

Clinical Pastoral Education (CPE)

Payment to accredited providers of CPE is the responsibility of the student. This
payment is to be' made through the Gardner- Webb University Business Office.
Registration for course credit for DSPC 200 is through the School of Divinity.
Applicable scholarships are available to the student through the Director of
Admissions.

Finances and Financial Aid / 31

Room and Board

Option 1 - Full-time residents - Double occupancy room with board plan
$2,570 per semester.

Option 2 - Part-time residents - Double occupancy.

A. Overnight accommodation - rate per night - $15.

B. One night per week - per semester $225.

C. Two nights per week - per semester $450.

Each of the Option 2 plans is subject to space availability
in the Residence Halls.

Option 3 Those who wish to live off-campus may inquire at the School of Divinity about
availability and price of off-campus housing.

Option 4 Limited married student housing is available on a first-come, first-serve basis.

Individuals may contact the Director of Admissions for the School of Divinity
for more information.

Commuters and part-time resident students may purchase meal tickets or indi¬
vidual meals from the University food service.

School of Divinity Deposit

Advanced Deposit: Upon notification of admission to the School of Divinity, an
applicant should submit a non-refimdable deposit of $150 to confirm his/her inten¬
tion to attend the School of Divinity.

Balance of Account: The balance of the charges for the semester is due prior to
enrolling for class. Those who cannot pay their accounts in full must make satisfac¬
tory financial arrangements with the University Business Office to obtain clearance
to register.

Charge Reduction Policy for Class Withdrawal

Registration in any graduate program is considered a contract binding the student
for charges for the entire semester. However, it is the policy of Gardner- Webb
University to give pro-rata charge reductions through 60% of the enrollment peri¬
od in the event a student OFFICIALLY WITHDRAWS from class(es). In order to
withdraw officially, the student must contact the Registrar in person or by phone at
704-406-3966. Withdrawal must be completed prior to the end of the semester in
order to be official.

Reductions will be computed on total charges for tuition, room and board but not
on fees and textbooks. Students leaving for disciplinary reasons will not be eligible
for any reduction and will be liable for the entire semester’s charges. For purposes of
interpreting this policy the pro-rata charge reduction percentage is equal to the
number of calendar days (includes weekends) remaining in the semester divided by
the number of calendar days in the semester. No charge reductions will be given
after the 60% period of enrollment for the semester.

When a student’s charges are reduced, Federal, State, Institutional and Non-insti-
tutional Aid will be adjusted in accordance with the regulations governing the
respective programs. Please contact the University Business Office for current regu¬
lations concerning these programs. Leaving the University without officially with¬
drawing may result in a student’s forfeiting all financial aid and, thus, becoming
responsible for the entire balance.

Catalog of Graduate Programs 1 32

Delinquent Student Accounts

A student with outstanding financial obligations may be prevented from register-
ing for the following semester. A student will not be allowed to participate in com¬
mencement exercises or receive a diploma, nor will transcripts be released, until all
financial obligations are satisfied. Delinquent accounts may be referred to collection
agencies and/or credit bureaus. Financial obligations include, but are not limited to,
student account balance, parking, disciplinary and library fines, and returned
checks.

Financial Assistance

Graduate School (M A, M.S., Ed.S., Ed.D.
Programs)

Financial Aid

Some school systems, medical centers and businesses assist Gardner- Webb grad¬
uate students in the payment of tuition and fees. Prospective students should inquire
in their central offices as to the availability of such funds. Stafford Student Loans are
also available to graduate students, as well as work study awards on a limited basis.
The Financial Planning Office can provide details, but interested students should
apply well in advance of the date of initiation of their graduate program.

Assistantships

Financial assistance in the form of assistantships is available on a limited basis to
on-campus graduate students. Inquiries may be made with the department in which
the student intends to enroll or in the Graduate School Office.

Goals For Graduate Assistantships

1. Provide financial assistance and beneficial, appropriate work opportunities for
academically strong graduate students.

2. Provide mature work assistance to academic programs, academic offices, and
athletic programs.

Policies for Assistantships

1. Applications for assistantships may be obtained from and submitted to the Graduate
School Office.

2. Awards are available for the academic year and the summer term to those students carry¬
ing a full-time academic load. They are renewable for up to three years.

3. Each department will select the individual recipients of the awards and be responsible for
assigning work duties. Graduate assistants may not be assigned additional assistantship
duties by any other department of the University.

4. Recipients of fellowships and/or scholarships may also receive assistantships.

5. Individual assistantship contracts must be re-evaluated yearly.

6. Service related to assistantships should follow the academic schedule and may not exceed
25 hours per week.

7. Students who are employed full time are not eligible for assistantships.

Graduate Education Scholarship

Each fall a scholarship is awarded to a new student in one of the education grad¬
uate programs. The scholarship provides full tuition remission for graduate courses
in the student’s program. For an application, contact the Graduate School Office.
Students from under-represented populations are encouraged to apply.

Finances and Financial Aid / 33

GravetT'Johnson Professional Travel Endowment Fund

Established December 2001 by Dr. Darlene J. Gravett in memory of her parents,
Arthur W. and Nadine M. Johnson, this hind provides a limited amount of money
to help pay expenses for graduate students in English or English education who trav¬
el to professional conferences to make presentations. Apply through the department

M.S.N. Scholarships:

The North Carolina Master’s Nurse Scholars Program
P.O.Box 14223

Research Triangle Park, NC 27709
(919) 549-8614
(800) 700-1775
G.P.A. required: 3.0

Repaid by working as a master’s prepared nurse or teaching in a nurse education
program in North Carolina for one year for each year of Master’s Nurse
Scholars Program funding.

Foundation for the Carolinas

1043 E. Morehead St.

Charlotte, NC 28204
G.P.A. required: 3.0

Only for residents of North and South Carolina

NC Health, Sciences and Math Scholarships

North Carolina Office of Budget and Management

116 W. Jones St. Suite 2054

Raleigh, NC 27611

(919) 733-2164

Amount: $500-$6000

G.P.A. required: 0

Restricted to residents of North Carolina attending any US college or university.

May be considered a loan that can be repaid or forgiven under a program where
the student works at a specified facility for a specified amount of time.

National League for Nursing

1043 E. Morehead St., Suite 100
PO Box 34769
Charlotte, NC 28204
(704) 376-9541
Fax: (704) 376-1243

Graduate School of Business
(M.B.A., I.M.B.A. andMAcc. Programs)

Private Sources

Many companies and foundations offer assistance to students based on a variety
of qualifications. Students should investigate policies of their employers as well as
check with local civic organizations to determine availability of such funds.

Catalog of Graduate Programs / 34

Stafford Loan

Subsidized, low-interest loan for eligible students who demonstrate financial
need. Students make no payment while enrolled at least half-time and during the
six-month grace period after graduation. Application materials and information are
available at the Financial Planning Office (704) 406-4243.

Graduate Assistant

Awards are available for the academic year and the summer semesters to students
who assist professors in research, teaching, and related academic responsibilities.
Students must carry a full-time academic load.

Work Study

Positions are available having varied duties supporting daily operations in acade¬
mic and non-academic departments.

Deferred Payment Plan

Initial payment is one-third of the amount due when registering, including a small
deferred payment charge, with the remaining balance in two equal payments.

M. Christopher White School of Divinity
(M.Drv. Program)

Financial assistance in the form of scholarships and assistantships is available.
Inquiries should be made through the Director of Admissions for the School of
Divinity.

Annual Scholarships

Baptist State Convention of North Carolina Grants: Grants of up to $9,000 for a
degree program are provided to students by the Baptist State Convention of North
Carolina. The recipient must be Baptist, a member in good standing of a church
cooperating with the Baptist State Convention of North Carolina, and take a min¬
imum of six hours per semester. Policies and application forms are available through
the Director of Admissions for the School of Divinity.

South Carolina Baptist Convention Scholarship: Full-time South Carolina students
are eligible to apply each year for this scholarship. Students are to write to Dr.
Carlisle Driggers, Executive Director-Treasurer, General Board of the South
Carolina Baptist Convention, 907 Richland Street, Columbia, SC 29201 for appli¬
cations.

Cooperative Baptist Fellowship Scholarships

Scholarships are available through the Cooperative Baptist Fellowship (CBF) and
are based on financial need, commitment to serve in Baptist life in keeping with the
mission strategy of the Cooperative Baptist Fellowship, and potential success in the¬
ological education. Applications and CBF Mission Statements are available from
the Admissions Office at the School of Divinity.

Endowed Scholarships

Christian Service Organization Graduate Scholarships

As part of the overall endowment corpus of the Christian Service Organization,
the following scholarships have been funded:

A. Donald and Hazel H. Allen Scholarship: Funded by Mr. and Mrs. Donald Allen
of Shelby, N.C., to support divinity school students.

Allen-Ginn-Elliott Scholarship: Established in 1994, this scholarship commemorates
the special relationship between the Lawson Allen family, the Leonard Allen fami-

Finances and Financial Aid / 35

ly, the Charles Ginn family, the Phil Elliott family and Gardner- Webb University.

Herman A. and Ellen B. Beam Scholarship: Established in 1997 by Ellen Baxter
Beam of Fallston, N.C.

C. David Boan CSO Scholarship: Established in 2002 by Dr. David Boan, who is
an alumnus of Gardner- Webb. Dr. Boan currently serves as the Director of Church
Relations with Gardner- Webb University.

Cline W. and Doris Borders Scholarship: Established in 2000 by Cline and Doris
Borders. Reverend Borders served as the Director of Missions for the Kings
Mountain Baptist Association for many years prior to his retirement.

Curtis and Joyce Braswell: Established in 1999 by Mr. and Mrs. Curtis Braswell of
Columbia, S.C. Their son was one of the first graduates of the M. Christopher
White School of Divinity.

T. F. and Doris M. Bridges Scholarship: T.F. and Doris M. Bridges established this
scholarship in 1999 to express their commitment to Christian higher education and
the values held by Gardner- Webb University.

Mattie T. Christopher and EttaS. Butterworth Scholarship: Established in 1995 by A.
Donald and Joyce A. Christopher of Wilmington, N.C., in honor of Mrs. Etta S.
Butterworth and in memory of Mrs. Mattie T. Christopher, mothers of the donors.

Cleo P. and James E. Chadwell Scholarship: Established in 2000 by Mrs. Cleo
Chadwell of Shelby, N.C. in memory of her husband James.

Kenneth Howard Cole Memorial Scholarship: Established in 1996 by Lucille Hamner
Cole of Shreveport, Louisiana, in memory of her husband. Family members have
added to the endowment corpus.

Donald E. and Kaye A. Cook Scholarship: Established in 2000 by the University to
honor the retirement of Dr. Cook, Distinguished Professor of New Testament
Interpretation in the divinity school. Dr. Cook passed away in November 2001.

J. Hugh and Mildred Cornwell Scholarship: Established in 1996 by Mr. and Mrs.
Hugh Cornwell of Forest City, N.C.

Ralph W. and Sybil Y. Dixon, Sr. Scholarship: Established in 1996 by Mr. and Mrs.
Ralph W. Dixon, Sr. of Fallston, N.C.

Double Shoals Baptist Church Scholarship: This scholarship was established by the
members of Double Shoals Baptist Church of Cleveland County, N.C.

Charles W. “Buddy” Freeman Scholarship: Established in 1993 by friends of Buddy
Freeman, Gardner- Webb alumnus.

Stephen Burgess Greene Memorial Scholarship: Established in 1994 by Rush and
Margaret Greene in memory of their son.

George Edgar and Jennie Lee Hampton Memorial Scholarship: Established in 2001 by
Howard Glenn and Lucille Hampton Daniel of Rutherford County to honor the
memory of Dr. Daniel’s parents.

Russell L. and Lillie M. Hinton Scholarship: Established by Mrs. Lillie Hinton in
memory of her husband, a noted pastor in Cleveland County, N.C.

H.S. and Sandra Keeter, Jr. Scholarship: Established in 1998 by Mr. Keeter, a
Gardner- Webb trustee and Mrs. Keeter, a Gardner- Webb alumnae.

.Bobby Joe and Betty B. Kendrick Scholarship: Established in 1995 by Mr. and Mrs.
Bobby Joe Kendrick of Shelby, N.C.

Robert L. and Rhea Lamb Scholarship: Established by Dr. and Mrs. Lamb to provide
financial assistance for divinity students. Dr. Lamb was the founding Dean of the
School of Divinity and has been honored as Dean Emeritus.

Roland and Lois Leath Scholarship: Initiated in 1997 and funded by friends of
Roland and Lois Leath of Shelby, N.C.

Robert H. and Betty Lutz Scholarship: Established in 1995 and funded by the Lutz
Foundation of Cliffside, N.C. the scholarship honors Mr. and Mrs. Robert H Lutz
of Shelby, N.C.

Robert Harold and Betty Jolley Lutz Scholarship-. Established and funded by Mr. and

Catalog of Graduate Programs / 36

Mrs. Robert H. Lutz of Shelby, N.C., longtime supporters of the Christian Service
Organization.

Thomas W. and Elene C. Martin Scholarship: Established in 1995 by Mr and Mrs
Martin of Lattimore, N.C.

Mdnnis-Smilh-Bcst Scholarship-. Initiated in 1993 by Herman and Margaret Best of
Shelby, N.C. in memory of the Reverend Neill Mclnnis, father of Mrs. Best, and in
honor of the Reverends Rockwell Smith and David Herman Best, brother-in-law
and son of the Bests.

Robert G. and Mary Francis Moore Scholarship: Established by R.G. and Mary
Francis Moore of Cliffside, N.C.

Don and Becky Morgan Memorial Scholarship: Initiated in 1998 by Dr. Robert E.
Morgan, Professor Emeritus of Gardner- Webb, in memory of his brother and sister-
in- law.

Gilbert and Sue Morgan Memorial Scholarship: Initiated in 1998 by Dr. Robert E
Morgan, Professor Emeritus of Gardner-Webb, in memory of his father and mother
James A. and Ganell Pittman Scholarship-. The Reverend and Mrs. James A.
Pittman of Roanoke Rapids, N.C. established this scholarship in 1994.

Charles H. and Jo B. Rabon Scholarship: This scholarship was initiated in 1995 bv
highe^ education5 ^ ^ ^ ^ Rab°n in bonor of their commitment to Christian

T Jamts R' RobkM; Robbins Scholarship: Established in 1994 by Mr. and Mrs.
James E. Robbins of Rutherford County.

EdwaTH q' and R!cha?t0n Sess0m SchokrskP- The Reverend and Mrs.

Cleveland County established this scholarship in 1994.

StSfcrfiSSSfe Sdu,k,‘kp: E*t,b'“hed to 1996 b* Mr' “d M"' “l*

Addie Crotts Sparks Memorial Scholarship-. Initiated in 1996 by Carl and Faye
Spangler to honor the memory of Faye’s mother, Mrs. Addie Crotts Sparks.

Foster C Pluto Sprinkle Memorial Scholarship-. Established in 2000 by Anita
Sprinkle Roberts of Shelby, N.C. to honor the memory of her father.

RafeilTr T u Mok?shipJ Established to 1998 by Mrs. Stuart W. Upchurch of
Raleigh, N.C., to honor her former pastor Dr. R. Wayne Stacy.

Hen™ C CT '"t N?r L' Tu^ Famiiy SchokrshiP: The descendants of Mr. and Mrs.
Henry C. Taylor of Connelly Springs, N.C., established this scholarship in 1994 as
an act of appreciation for their Christian lives.

oSh k^tter^Sch°krskp- Established in 1994 by members of First Baptist

retired ' N'Q’ ^ scholarshiP honors their pastor, Dr. Watterson, on his

retirement for his years of ministry.

Chris Wbire^wf Unda R F** Sch°krshiP: Established in 1993 by Dr. and Mrs.
2002! ^ ^ WhlK SelVed 35 President of Gardner-Webb University from 1986-

Wilson Sunday Schod Class of First
Ghurch, Shelby, N.C., established this scholarship in 1995.

Other Christian Service Organization Qraduate Scholarships:
SaSeTMPerry«1;nf EcholarshiP> Anderson “Andy” and Shirley S. Blanton
Essie DMDavisSM ° afShT qRi? “ c “d Ray Comwe11 Scholarship, John Ed and
Schoi?™to w/mem0^la SJcholarshiP- TW. Gantt, Jr. and Mrs. Edna R. Gantt
Scholarship' S T/t ^ ^ ScholarshiP- LT' Hamrick Memorial
ienl-to U C acnd7/ne,r Ivester Memorial Scholarship, Reverend James L.

H anH nem°rc xS,ch°larship. Mildred Johnson Endowed Scholarship, Roger
ScS?mCe, uM1fe Scholarship, R. Thad Parsons, III Scholarship, Rev
Setlfoi^ Rlizabeth ^ebb Plyfer Scholarship, R.E. and Bonnie R.

TavW an^ r P; ?™Ce and Dlanne Rabon Scholarship, Lester and Bertie
Taylor and Carl and Frances Shook Scholarship, Tri-City Concrete

Finances and Financial Aid / 37

Scholarship W' ^ MdiSSa K'Whke SchoIarshiP’ R°V and Joyce Wyatt

School of Divinity Endowed Scholarships

In 1993 Gardner- Webb University established the M. Christopher White School
ot Divinity to provide graduate level professional education for ministers. As part of
the overall endowment corpus the following scholarships have been funded:

Baptist State Convention of North Carolina: Established in 1996 by action of the
Baptist State Convention, the trust provides scholarships for students in the School
of Divinity. Recipients must be residents of North Carolina and members of Baptist
churches cooperating with the Baptist State Convention
Thomas Hudson and Penelope Patter Biles Memorial Scholarship : This scholarship
was mitiated in 1997 by Dr. Paul Biles, the son of Mr. and Mrs. Thomas Hudson

Robi^Rli “"if Kfarn Bklock’Jlr^olaph‘P: Established in 1996 by Mr. and Mrs.
Cornty, N C k °f GaSt°ma’ HQ Preference is g^en to students from Gaston

PaS'laStr ‘ Z Sclr^Shtp: ^Wished in 1996 by Mrs. Helen J. Smith of

J n" ' p““' D“d Bom' ” ■lu”-

‘n 1W7 Mr‘ “d Mn- ^

of Firll R »nrr°?kclCh0t %^™ySLh^ship: Established in 2002 by the members
nf rlrl i r C^ch of Rutherfordton to express gratitude for the life and legacy

ru, “d fo^en“,

J. Harold and Peggy Craig Scholarship : Established in 1 995 by the Penelope Baptist

The sch °f N,f rn h0n0[ °f J' Har°ld &aig and in memory °f Mrs. Craig.

The scholarship provides financial assistance to students in sacred music

Z. FalWShSRC ' MlS Sch°krshlp: Initiated in 1993 bV Mr- and Mrs. Robert
Charles and Carolyn Horton Scholarship : Established in 1999 by family and friends
of Charles and Carolyn Horton. For many years Dr. Horton was pastor of the
College Park Baptist Church in Orlando, FL. P r or the

John and Jean Lewis Scholarship: Established in 2001 by members of Fir«- r3,„c,
JCeanLe\WsRalel8h’ N‘<^’ th‘S scholarshiP honors the ministry and lives of Johnmd

t ooT^M,C“ L“ Scholarship: This scholarship was initiated in

1993 by Boiling Springs Baptist Church of Boiling Springs, N.C.; in honor of Dr
Linnens, who was pastor of the church for many years. First preference is given to
students from Boiling Springs Baptist Church, with second preference given to stu¬
dents from other churches in the Kings Mountain Baptist Association
Elizabeth, Pat and Tommy McClain Scholarship : This scholarship was established in
2002 by the members of First Baptist Church of Rutherfordton to express gratitude
for the life and legacy of Elizabeth, Pat and Tommy McClain. The scholarship ben!
efits first and foremost students from Rutherford County

Ira McCluney Memorial Scholarship: This scholarship was established in 2000 by
Mrs. Jessie McCluney Wallace to honor the memory of her father, Ira McClunev and
to express her commitment to Christian theological education V

Bet tie and Ray Morris School of Divinity Scholarship: This scholarship was estab¬
lished in 2002 by the members of First Baptist Church of Rutherfordton to express

William T. and Mabel Hate Nolen Scholarship: This scholarship w
2000 by Mr. and Mrs. W.T. Nolen of Gastonia, N.C.

ip was established ii

Catalog of Graduate Programs / 38

Penelope Baptist Church Scholarships: Established in 1993 by the Penelope Baptist
Church of Hickory, N.C.

Frances and Bob Riley Scholarship: This scholarship was established in 1993 by
April and Garland Bolejack of Shelby, N.C. to honor April’s parents, Frances and
Bob Riley.

Carl M. and Fannie K. Spangler Christian Education Scholarship: This scholarship
was established in 1992 in memory of Carl M. Spangler and in honor of Fannie K.
Spangler by their children.

Springdale Baptist Church - Reverend Paul Bullington Scholarship: Initiated by the
Springvale Baptist Church of Lugoff, S.C., in 1998.

H. Straughan and Eloise Brown Stokes Memorial Scholarship: This scholarship was
established in 2000 by Mr. and Mrs. Henry B. Stokes of Winston-Salem, N.C., to
honor the memory of H. Straughan and Eloise Brown Stokes.

Undenvood-Watson Scholarship: Established in 1994 by the Reverend James A.
Pittman and his wife Ganell of Roanoke Rapids, N.C., the scholarship honors two
professors who made a lasting impression on him during his student years at Mars
Hill College. The scholarship honors Dr. Evelyn Underwood and Mrs. Elizabeth
Watson.

Ed and Laura Anne Vick Travel Fund: Initiated in 2000 by Mr. and Mrs. C.E. Vick,
Jr., of Raleigh, N.C., to provide scholarship to worthy and needy students to partic¬
ipate in the Biblical Studies Travel Study Program.

Roy O. Warren and Juanita H. Warren Christian Educational Fund: Roy Warren left
the bulk of his estate to First Baptist Church, Winston-Salem, N.C., for the purpose
of establishing this fund. It was initiated in 1999 to provide assistance for Baptist stu¬
dents with financial need, with preference given to students who are members of
First Baptist Church, Winston-Salem.

Joe C. and Estilla M cSwain Washburn Memorial Scholarship: Established in 1993 by
various descendants of Joe C. and Estilla McSwain Washburn of the Double Springs
Community of Cleveland County, North Carolina.

W. Wyan and Emily D. Washburn Scholarship: Dr. and Mrs. Wyan Washburn of
Boiling Springs, N.C., established this scholarship in 1993. Dr. Washburn served as
the University physician for many years.

Carlos L. and Constance C. Young Scholarship: Established in 1993 by Mr. and Mrs.
Carlos L. Young of Shelby, N.C.

H. Fields and Ruth B. Young, Jr. Scholarship: Established in 1993 by Mrs. H. Fields
Young, Jr. of Shelby, N.C., in memory of her husband. Mrs. Fields passed away in
December 2002.

H. Fields and Margaret B. Young, III Scholarships: Established in 1999, 2000 and
2001 by Mr. and Mrs. Young of Shelby, N.C. Mr. Young is a trustee and served as
chair of the University’s most successful capital campaign.

Other School of Divinity Scholarships:

First Baptist Church of Shelby, NC, Fred and Jean Mauney School of Divinity
Church Music Scholarship, J.L. and Nettie McCluney Scholarship, Nations Ford
Community Church Scholarship, Robert E. “Zeke” and Virginia Phillips
Scholarship, Ann King Rouse Endowed Scholarship Fund, Wade R. and Sophie S.
Shepherd Scholarship Fund, M. Christopher and Linda F. White School of Divinity
Scholarship

Matching Scholarship Program:

Scholarships for students who reside outside of North Carolina are available. The
recipient must be a member in good standing of a Baptist church affiliated with the
Southern Baptist Convention and/or the Cooperative Baptist Fellowship. The
church must provide a scholarship to the School of Divinity for the student. These

Finances and Financial Aid / 39

scholarships provide assistance of up to $3,600 toward the cost of the degree program
to participating students. Policies and application forms are available through the
School of Divinity Admissions Office.

Financial Supporters :

The M. Christopher White School of Divinity is dependent upon the financial
support of numerous individuals, churches, and businesses. This support allows the
School of Divinity to keep the tuition low. Some of the supporting churches are as
follows:

Alexander Baptist Church,

Alexander Mills, NC
Berea Baptist Church, Greenville, NC
Boiling Springs Baptist Church,

Boiling Springs, NC
Brentwood Baptist Church,

High Point, NC
Calvin Heights Baptist Church,

Morganton, NC
Camps Creek Baptist Church,

Mooresboro, NC

Carmel Baptist Church, Charlotte, NC
Chadboum Baptist Church,

Chadboum, NC
Double Shoals Baptist Church,

Lawndale, NC

Double Springs Baptist Church, Shelby, NC
Elizabeth Baptist Church, Shelby, NC
Emorywood Baptist Church,

High Point, NC

First Baptist Church, Asheville, NC
First Baptist Church, Boone, NC
First Baptist Church, Clarkton, NC
First Baptist Church, Enfield, NC
First Baptist Church, Fayetteville, NC
First Baptist Church, Forest City, NC
First Baptist Church, Gaffney, SC
First Baptist Church, Gastonia, NC
First Baptist Church, Goldsboro, NC
First Baptist Church, Greensboro, NC
First Baptist Church, Greenville, SC
First Baptist Church, Hickory, NC
First Baptist Church, Laurinburg, NC
First Baptist Church, Lenoir, NC
First Baptist Church, Lumberton, NC
First Baptist Church, Morganton, NC

First Baptist Church, Raleigh, NC
First Baptist Church,

Rutherfordton, NC
First Baptist Church, Sanford, NC
First Baptist Church, Shelby, NC
First Baptist Church,

Southern Pines, NC
First Baptist Church, Spindale, NC
First Baptist Church, Spruce Pine, NC
First Baptist Church, Statesville, NC
First Baptist Church, Sylva, NC
First Baptist Church, Tryon, NC
First Baptist Church, Wadesboro, NC
First Baptist Church, Wilson, NC
First Baptist Church,

Winston-Salem, NC
Flint Hill Baptist Church, Shelby, NC
Green Hill Baptist Church,
Rutherfordton, NC
Grove Park Baptist Church,

Clinton, NC

Holly Springs Baptist Church,
Rutherfordton, NC
Jersey Baptist Church, Linwood, NC
Knollwood Baptist Church,
Winston-Salem, NC
Lakeside Baptist Church,

Rocky Mount, NC
Lakewood Baptist Church,

Durham, NC

Lattimore Baptist Church, Lattimore, NC
Lavonia Baptist Church,

Mooresboro, NC

Lawndale Baptist Church, Lawndale, NC
Momeyer Baptist Church,

Nashville, NC

Nations Ford Baptist Church,
Charlotte, NC

New Bethel Baptist Church,
Lawndale, NC

Norman’s Grove Baptist Church,
Lawndale, NC

Patterson Grove Baptist Church,
Kings Mountain, NC

Penelope Baptist Church,
Hickory, NC

Pleasant Ridge Baptist Church,
Shelby, NC

Providence Baptist Church,
Charlotte, NC

Ramoth Gilead Baptist Church,
Elizabeth City, NC

Shadybrook Baptist Church,
Kannapolis, NC

Snyder Memorial Baptist Church,
Fayetteville, NC

Southport Baptist Church, Southport, NC
Spencer Baptist Church,

Spindale, NC

Trinity Baptist Church, Benson, NC
University Baptist Church,

Chapel Hill, NC
West Asheville Baptist Church,

Asheville, NC
Westview Baptist Church,

Shelby, NC

Wilson Baptist Church, Wilson, NC
Yadkin Baptist Church,

Statesville, NC

Zion Baptist Church, Shelby, NC

The Graduate School / 41

The Graduate School

The Purpose of the Graduate School

The purpose of the Graduate School is to provide high quality graduate programs
to students who hold bachelor’s degrees from regionally accredited institutions and
who are, for the most part, full-time professionals (teachers, counselors, administra¬
tors) working in their fields. The curricula emphasize independent, critical thinking;
effective communication; and the importance of the educator/counselor/nurse as
theorist and practitioner.

The Graduate School is administered through the Graduate School Office, under
the supervision of the Dean of the Graduate School. This office is responsible for the
overall coordination of graduate programs leading to master’s degrees in Mental
Health Counseling, Elementary Education, English, English Education, Middle
Grades Education, Nursing, School Administration, School Counseling, Sport
Science and Pedagogy and a doctoral program in Educational Leadership. The Dean
of the Graduate School also administers the graduate assistantship program.

Goals

In order to fulfill its purpose, the Graduate School has the following goals:

1. To ensure that students receive high quality instruction from graduate faculty who
encourage independent thinking, who integrate current trends and research into the
classroom, and who model the professional as theorist and practitioner.

2. To ensure that the curricula for the various graduate programs provide students with both
depth and breadth of content.

3. To ensure that students receive accurate, timely, and helpful advising information.

4. To ensure that graduate assistants are being used in a way that will increase skills and
knowledge in their respective fields.

Admission Procedures (Ed.D. applicants see pg. 75 )

Application materials are available from the Graduate School Office. Students
may enter at the beginning of any semester or summer term. To apply for initial
admission to graduate study, the applicant should:

1 . Submit an application to the Graduate School Office, Gardner- Webb University with a
$25 non-refundable processing fee.

2. Arrange for an official transcript of all previous academic work beyond the high school
to be sent directly from each institution attended. The Privacy Act requires that each stu¬
dent request in writing that transcripts be released to the Graduate School Office. (Use
form provided with application.)

3. Arrange for submission of scores on either the Graduate Record Examination, PRAXIS
II Suhject Assessment, or Miller Analogies Test.

4. Submit three professional references on graduate reference forms.

5. For appropriate programs provide evidence of A level North Carolina Teacher’s license
or equivalent.

When all documents have been received, they will be evaluated by the Dean of
the Graduate School and the chair or coordinator of the program area. The appli¬
cant will be notified of the decision. Prospective counseling majors must schedule
an interview with the appropriate faculty members before formal admission. (See

Catalog of Graduate Programs / 42

descriptions of those programs for additional admissions requirements.) Students
are notified of their admission status as soon as possible after completing the admis¬
sions process. Because of the confidential nature of some items of information
required for admission, the University reserves the right to reject any applicant
without stating a reason.

International Students follow the usual procedure for admission with these
exceptions:

1. Transcripts must first be submitted to World Education Services for evaluation before
being mailed to the Graduate School Office. Application for WES evalutions may be
found in the Graduate School office or online at www.WES.org.

2. A satisfactory TOEFL score must be submitted unless English is the native tongue.

3. A Gardner- Webb form, Statement of Financial Responsibility, must be filled out, signed,
and accompanied by a letter from student’s or sponsor’s bank showing amount to cover
one year of graduate study.

4. Once the student’s file is completed and an admissions decision has been made, the
Graduate School Office will send the student an 120 Form, enabling the student to apply
for a visa.

Types of Admission Status

Admission for graduate study at Gardner- Webb University is granted in the fol¬
lowing categories.

FullAdmission

An applicant who meets all criteria for admission to the Master of Arts degree
program is granted full admission. These requirements include the following: a bach¬
elor’s degree from a regionally accredited institution of higher learning with a min¬
imum 2.50 grade point average; an A level teaching license or equivalent for those
who are pursuing a graduate degree leading to graduate level licensure; satisfactory
scores on either the Graduate Record Examination, PRAXIS, or the Miller
Analogies Test; and three positive letters of evaluation (see the Counseling and
Nursing Programs for additional requirements).

Provisional

An applicant who does not meet the formal requirements for full admission to a
degree program may be granted provisional admission. A student admitted with pro¬
visional status must meet any conditions attached to his/her admission before being
granted full admission. Deficiencies may include lack of undergraduate course pre¬
requisites, low test scores, low undergraduate grade point average, or the need to
complete student teaching or teacher licensure. No student may be admitted to a
degree program who has a grade point average lower than 2.25 on all college work
attempted or the last 64 hours of undergraduate work attempted.

Special

A student entering a graduate program to take courses for professional or career
enhancement as a non-degree seeker is granted special admission. A maximum of six
semester hours may be taken as a special student and applied toward a'master of arts
degree at Gardner- Webb.

Initial “A” Level Licensure: Applicants who hold a baccalaureate degree but
who do not hold a North Carolina “A” level Teacher’s License or its equivalent may

The Graduate School Admission Procedures / 43

apply for admission as Special Students to the approved Program for Teacher
Licensure. The School of Education and the appropriate department offering the
specialty studies will evaluate all undergraduate work.

Graduate Level Licensure: In some programs, students may pursue graduate
level licensure without pursuing a graduate degree. Applicants who have earned a
master’s degree and who wish to earn a graduate level license in an additional area
of specialization may apply for admission as Special Students. An evaluation of
undergraduate and graduate work is required to determine courses necessary for grad¬
uate level licensure. Students must successfully complete the appropriate specialty
area portion of the PRAXIS.

Public School Personnel: Public school teachers applying for the first time for
courses solely for “A” level license renewal credit may be admitted as Special
Students by completing the Graduate School application form and by presenting an
official transcript showing completion of the bachelor’s degree. If, however, credit is
to be applied to a graduate degree, the student must make specific application for
this credit before the completion of six hours, as well as meet all requirements for
admission as a graduate degree student. Public school teachers and administrators
applying for the first time for courses solely for graduate level license renewal credit
may be admitted as Special Students by completing the Graduate School applica¬
tion and by filing an official transcript showing completion of the master’s degree.

Transient

Transient status is assigned to an applicant from another recognized graduate
institution who desires enrollment at Gardner- Webb to take courses for transfer to
the institution in which he or she is enrolled as a degree candidate. A transient stu¬
dent must submit an application for admission and a letter from the dean or direc¬
tor of the program in which he or she is regularly enrolled indicating good standing.

Applicant

An applicant to a graduate program may be granted permission to register for one
semester of course work prior to the completion of the admission procedure. Credit
earned will be considered graduate level work but may not be counted toward a
Master of Arts degree at Gardner-Webb until the student meets admissions criteria
when all credentials are assessed. The student must be admitted to the Graduate
School in order for him or her to register for a second term of course work.

Auditor ( see page 1 4 )

Transfer of Courses for Graduate Credit

The primary purpose of the transfer of credits policy is to grant incoming students
credit for work previously completed. Students are expected to take the appropriate
courses offered by Gardner-Webb once they enter the program. However, permission
rhay be granted to take courses offered by other institutions when the appropriate
course is not offered by Gardner-Webb or when it is more convenient for the
University to approve a course for transfer than to offer the course by special
arrangement. Students must satisfy licensure competencies as well as perform satis¬
factorily on program comprehensive exams. In addition, the Registrar’s Office
must have an original transcript on file showing the transfer course(s) before
commencement or the student’s graduation may be delayed.

With the approval of the coordinator/director of the graduate area and the Dean

Catalog of Graduate Programs / 44

of the Graduate School, a maximum of six semester hours may be accepted from
another accredited graduate school toward the fulfillment of requirements for a grad¬
uate degree at Gardner- Webb. A maximum of nine semester hours may be accepted
into counseling programs. Credit will not be given for courses taken more than six
(6) calendar years before applying for admission to graduate study. Students cur¬
rently enrolled in a graduate degree program at Gardner- Webb must have prior
written approval to take courses from another institution for transfer credit.

Transfer credit will not be accepted for any course in which students earned
below a grade of B. A student may not take courses for transfer credit from another
institution while on suspension or on probation.

Graduate Credit for Undergraduate Students

Undergraduate students who want to take graduate courses for graduate cred¬
it are limited to six semester hours and must obtain permission of the faculty
member teaching the course and the appropriate graduate coordinator or depart¬
ment chair before registering for a graduate course.

Students who earned a bachelor’s degree at Gardner- Webb University may not
transfer for graduate credit any 500- or 600-level course taken as an undergraduate
if that course contributed in any way to the requirements for the bachelor’s degree.
Graduate level courses that did not contribute toward the bachelor’s degree may, at
the discretion of the department chair, count toward the master’s degree or graduate
level license.

Readmission of Former Students

Any student who does not register for three consecutive terms (the two summer
sessions count as one term) must apply for readmission before resuming graduate
work. No application fee is charged for readmission.

TimeLimits

Students have a time limit of six (6) calendar years to complete their degree from
the beginning of the term in which they are initially accepted.

The Graduate School Academic Information / 45

Academic Information

Gardner- Webb offers the Master of Arts (M.A.) degree in the following areas:
Mental Health Counseling, Elementary Education (K-6), English, English
Education (9-12), Middle Grades Education (6-9), School Administration (K-12),
School Counseling (K-12), and Sport Science and Pedagogy. It also offers the
Master of Science (M.S.) degree in Nursing, the Ed.S. (Education Specialist) in
Mental Health Counseling, and the Doctor of Education (Ed.D.) in Educational
Leadership.

These courses are offered in evenings, on weekends, and during summer months
to accommodate the schedules of working professionals, both at on-campus and off-
campus locations in North Carolina. Off-campus courses are offered in a format
which brings all course work to the off-campus site except for class meetings at a
library facility. Graduate students are not required to meet a residency requirement.

For students who have met all prerequisites, the programs consist of from 30 to
63 semester hours, depending upon the degree area.

Library Service Policy for Graduate Students at
Off-Campus Centers

The following agreement has been reached with the C.G. O’Kelly Library at
Winston-Salem State University to assist Gardner- Webb graduate students attend¬
ing the Forsyth and Surry centers.

1. Area students who are Non University of North Carolina affiliated may utilize the cir¬
culation, reference and periodical collections at Winston-Salem State University by
becoming city patrons. The annual fee is ten ($10.00) per person. This fee does not
include remote access to NC LIVE.

2. Valid identification verifying current enrollment at Gardner- Webb University must be
presented at the time of application. A card with an identifying bar code and the patron’s
address will be maintained at the Circulation Desk. An identification card such as a dri¬
ver’s license should be presented for all subsequent circulation transactions.

3. Books from the main collection are checked out for three weeks or until the end of the
academic term for Winston-Salem State University, whichever is less. Items in the
reserve collection may be used within the library only.

4. Fines accrue at twenty- five cents per day; abuse of overdue and fine regulations will result
in loss of check-out privileges.

5. Patrons are notified of overdue items. Unpaid fines and lost book charges will be for¬
warded to Gardner- Webb University for collection. Books may not be checked out by
patrons having $25 or more in outstanding fines and/or overdue materials.

6. Check-out of heavily used materials may be restricted at the discretion of the library staff.

7. Lost book charges include book replacement cost plus a five-dollar handling fee.

8. Changes in address must be reported to the C.G. O’Kelly Circulation staff.

9. Periodicals, reference books and other non-circulation materials may NOT be borrowed
for outside use.

10. Web/Intemet connections to University of North Carolina system online catalogs are
available at all online terminals.

Students may also use the facilities of the Z. Smith Reynolds Library at Wake
Forest University; there is a fee for check-out privileges.

Students attending off-campus classes may call Dover Memorial Library on
campus at 800-253-8330 to request books and materials or access the library via
internet at www.gardner-webb.edu.

Catalog of Graduate Programs / 46

Challenge Examination Policy

When, in the opinion of the appropriate graduate faculty, a student has experi¬
ence and/or training comparable to that taught within a particular graduate course,
the student may request the option of taking a challenge examination to demon¬
strate mastery of the course content. This challenge examination will be an in-depth
and comprehensive assessment of the student’s ability to answer questions on course
content. An acceptable grade on the examination will permit the student to apply
for waiver of that course requirement. However, the student will be held responsible
for all course material on the comprehensive examination.

To request the opportunity to take a challenge examination, the student must pre¬
sent, in writing, justification for such an examination. The graduate faculty for the
student’s specialty area will review the request and, if they deem appropriate, refer it
to the course professor. Either the adviser or the professor may deny the request. If it
is accepted, the challenge examination will be administered at the discretion of the
course professor. If the examination results are acceptable, the program coordinator
will notify the the Dean of the Graduate School, who will send written confirmation
of the approval to the student, his or her adviser, and the Registrar’s Office. Upon
payment of the $150 per course challenge fee, the student will be credited with the
appropriate number of hours for the approved course. No grade will be assigned or
averaged into the quality point average.

The number of total hours challenged or transferred may not exceed student’s
graduate program guidelines.

Comprehensive Examinations

The successful completion of a comprehensive examination is required for some
graduate programs. The following policies govern the administration of this exami¬
nation.

1. The comprehensive examination includes questions related to the student’s entire pro¬
gram, and the entire examination is read and approved by the student’s comprehensive
examination committee.

2. Only written comprehensive examinations are administered.

3. Students may take the comprehensive examination either during their last semester of
course work or the following semester.

4. Successful completion of the comprehensive examination is not a part of any existing
course structure.

5. Comprehensive examinations are evaluated by a Graduate Faculty Examination
Committee, composed of at least three persons selected by the chair or coordinator of the
appropriate department. A Comprehensive Examination Form, signed by the committee,
is submitted to the Graduate School Office and becomes a part of the student’s records.
Successful completion of the comprehensive examination is defined as approval by a
majority of the examining committee.

6. Students who fail the comprehensive examination may be retested on the failed por-
tion(s) of the examination after a minimum of two weeks from the date of the first exam¬
ination. Students who fail the comprehensive examination a second time must make writ¬
ten appeal to the Graduate Council in order to be considered for a third examination.
Comprehensive examinations may be taken only three times.

7. The Graduate School Office mails out guidelines every semester in registration packets.

Application for Graduate Licensure

An application for the North Carolina graduate level license must be filed with
the Licensing Agent, currently the Dean of the School of Education, who may assist
students in planning their program of study so that North Carolina licensure require¬
ments may be met. With the exception of the school counseling program, one must

The Graduate School Academic Information / 47

hold, or be eligible to hold, an “A” level license before applying for graduate level
license. Gardner-Webb will not recommend students for a graduate level license
unless they have completed an approved program and scored satisfactorily on the
appropriate area exam of the PRAXIS or, for school administration students, the
state standards board exam. Students pursuing graduate and undergraduate level
licensure must meet the requirements for both levels, including successful comple¬
tion of the appropriate specialty area portion of the PRAXIS. Students applying for
“licensure only” must meet the same requirements as those students applying for
the complete degree. An application fee is required.

Certified checks in payment for state licensure must be made payable to the North
Carolina Department of Public Instruction. Official transcripts of any transfer cred¬
its applied toward the Master of Arts degree at Gardner-Webb must be submitted
both to the School of Education and the Graduate School Office. One of these tran¬
scripts will be sent to the State Department of Public Instruction with the applica¬
tion for Graduate Licensure.

Catalog of Graduate Programs / 48

Qraduate Proqramsand Courses
of Instruction

Master of Arts in Education

The Master of Arts in Education builds upon the instructional expertise, leader¬
ship qualities, and skills of experienced educators. The programs are aligned with the
INTASC Principles and the NCDPI competencies required for licensure. The pro¬
grams include rigorous academic preparation in and implementation of the latest
research on human development and learning. Consequently, reflective practice
becomes an integral component which supports the Gardner-Webb conceptual
framework. Active participation in a program allows students to develop further
those competencies essential to professional education and continued self-improve¬
ment, thus exemplifying the model of the Educator as Theorist and Practitioner.

Upon successful completion of a graduate program in education, students will be
recommended for the North Carolina graduate license in the appropriate licensure

Elementary Education (K-6)

Coordinator.- Dr. Donna Simmons

The master’s program in Elementary Education includes thirty semester hours in
four components: professional, instructional, elective, and capstone. This program
builds upon the most current body of knowledge of best practice and practical exper¬
tise (theory and practice) relevant to teaching in K-6.

In order to obtain graduate level licensure, students must have or ‘be eligible for
initial level licensure in Elementary Education.

Purpose

Graduates of the Master of Arts in Elementary Education program are encour¬
aged to be self-reflective, life-long learners who design, implement, and evaluate ele¬
mentary school curriculum and instruction; interpret and apply current research
findings; and conduct relevant classroom research. The program culminates with a
capstone experience requiring synthesis of a student’s products of learning in con¬
junction with an innovative project designed collaboratively by the student and
graduate committee.

Goals

The Master of Arts in Elementary Education is designed to meet the following
program goals:

1. Provide a study of the theoretical base, research, and exemplary practices of current
trends and issues in elementary education.

2. Provide preparation necessary to meet the intellectual, social, physical and personal
development needs of the K-6 learner.

3. Provide opportunities to acquire knowledge and skills needed to meet diverse needs of
students in inclusive classroom settings.

4. Provide opportunities to utilize current technologies and to integrate technology in the
classroom.

5. Provide advanced expertise in teaching communication skills across the curriculum.

The Graduate School Programs and Courses of Instruction / 49

6. Provide opportunities to develop teachers as leaders who are agents of change in the
schools, in the local community, and in the global community.

7. Provide opportunities to develop and refine leadership styles and skills through a process
of active engagement in learning, self-reflection, planning, collaboration, reflective
teaching, and development of interpersonal and motivational skills.

8. Provide a learning environment which fosters respect and ethical principles in
teacher/student and colleague relationships.

Course Requirements

EDUC 615
EDUC 625

EDUC 655
EDUC 685

A. Professional Component (12 semester hours)

EDUC 600 Philosophical Foundations of Education 3 hrs.

EDUC 610 Curriculum Development 3 hrs

EDUC 614 Measurement and Assessment 3 hrs.

EDUC 620 Methods of Research 3 hrs.

B. Instructional Component (15 semester hours)

EDUC 613 Teaching Students with Special Needs 3 hrs.

Strategies of Teaching 3 hrs.

Diagnostic Procedures in the

Teaching of Communication Skills 3 hrs.

Literacy, Literature, and the Learner 3 hrs.

Seminar in Elementary Education 3 hrs.

C. Electives (3 semester hours)

EDUC 555 Special Topics 3 hrs.

EDUC 601 Technology Applications in

Classroom Instruction 3 hrs.

EDUC 670 Teacher as Self 3 hrs.

D. Capstone Experience (0 semester hours)

Synthesis of Strands of Elementary Education Master’s

Degree Program

1. Each course in the Elementary Education program includes assignments for the
final product of learning which requires students to synthesize and reflect on prac¬
tices that are developmentally responsive for elementary classrooms.

2. The product of learning must be comprehensive, must demonstrate evidence of
applying theory to practice and must contain evidence of technological proficiency.
The product of learning will incorporate elements from INTASC standards, the
propositions of the NBPTS, the NC elementary graduate guidelines, and the NC
advanced technology competencies, connecting to the Theorist and Practitioner
conceptual framework of the Gardner- Webb University teacher preparation pro¬
gram.

3 . The final product of learning /proj ect will be presented to education faculty and
graduate students. The candidate’s faculty committee will determine his/her worthi¬
ness to be awarded the Master’s Degree in Elementary Education.

English Education (9-12)

Coordinator: Dr. Gayle B. Price

The English Education program (9-12) is designed to include thirty semester
hours in professional and content area studies. It leads to a recommendation for
graduate level Teaching License for those who possess A level licensure in 9-12
English. Graduate students who do not have A level licensure may obtain the degree
but not the graduate level license. However, it is strongly recommended that only
individuals with either student or other teaching experience pursue this program.

Catalog of Graduate Programs / 50

Admissions standards are the same as those for entry into other graduate pro¬
grams at Gardner- Webb. Students who do not meet these standards will be evaluat¬
ed on an individual basis.

Purpose

The purpose of the Master of Arts in English Education (9-12) is to support the
professional development of teachers of English who contribute to the community
in which they teach through effective communications skills, through understand¬
ing and appreciation of literature of diverse cultures, through understanding of the
importance of critical and independent thinking, through action research, and
through knowledge of and reflection on effective teaching practices and strategies,
including the use of appropriate technology.

Goals

The goals of the program, in accordance with State Department guidelines, are
planned so that participants will be able to:

1. Increase content area knowledge through various literature courses which recognize the
scope and diversity of literature and its origins as well as the importance of a variety of
skills in literary criticism and critical analysis.

2. Become better writers and teachers of writing through increased understanding of the
writing process and of rhetorical principles.

3. Understand the importance of research, theory, planning, practice, and reflection in cur¬
riculum development and in the teaching of English.

Course Requirements

A. Curriculum Development/Education Foundations (3 semester
hours selected from courses below)

EDUC 600 Philosophical Foundations of Education 3 hrs.

EDUC 610 Curriculum Development 3 hrs.

PSYC 600 Advanced Educational Psychology 3 hrs.

B. Research (3 semester hours)

ENGL 680 The English Teacher as Researcher 3 hrs.

C. Methodology in English Education (6 semester hours selected
from courses below)

ENGL 681 Seminar in Current Issues and Methods of Teaching English 3 hrs.
ENGL 683 The Teaching of Writing 3 hrs.

ENGL 685 The Reading/Writing Connection in Secondary English 3 hrs.

D. Content Area Electives (18 semester hours selected from courses below)
ENGL 555 Special Topics 3 hrs.

ENGL 611 Seminar in British Literature 3 hrs.

ENGL 613 British Literature: Selected Masterpieces 3 hrs.

ENGL 631 Seminar in American Literature 3 hrs.

ENGL 633 American Literature: Selected Masterpieces 3 hrs. *

ENGL 651 Literature: A World Perspective 3 hrs.

ENGL 671 Literary Theory 3 hrs.

ENGL 673 Contemporary Trends in Literature 3 hrs.

ENGL 675 Young Adult Literature 3 hrs.

The Graduate School Programs and Courses of Instruction/ 51

E. Capstone Experience and Products of Learning (0 semester
hours credit)

Professional Reflections Portfolio

1. Each course in the Methodology in English Education and Content Area
Electives components includes assignments for the portfolio which ask students to
reflect in writing on the course’s connection with the threads of the conceptual
framework of Gardner- Webb’s teacher-education program and with the application
of the course’s theory to their own teaching situations-or-to develop teaching plans
which involve aspects of the course’s content that can be applied in their teaching
situations, with the use of technology encouraged when appropriate.

2. At the end of the program’s course work, students are given tasks which require
them to reflect on and synthesize all they have learned and all they do in their own
classrooms. Many of these tasks are modeled after tasks required in the National
Board Certification process so that completion of the Professional Reflections
Portfolio could aid significantly in application for National Board Certification.

3. Portfolios are presented to English faculty and graduate students and evaluated
by a faculty committee to determine the student’s worthiness to be awarded the
M.A. in English Education degree.

Middle Grades Education (6-9)

Coordinator: Dr. Donna Simmons

The Master’s Degree in Middle Grades Education includes thirty semester hours
in five components: professional, instructional, content area, elective, and capstone.
The primary focus of the program is to enhance middle level teachers’ understand¬
ing and knowledge of the theoretical base, research, and exemplary practices of mid¬
dle level education including, but not limited to, the nature of the young adolescent,
developmentally appropriate instruction, and advanced content area knowledge.
The program leads to recommendation for graduate level state licensure.

Purpose

Graduate courses for the Master’s Degree in Middle Grades Education are
designed to assist in the advanced preparation of individuals who teach or desire to
teach in a middle school. The Middle Grades Program allows learners to improve
professional skills, wrap theory in practice, and enhance content area, pedagogical,
and integration expertise. Students will benefit from a synthesis of current research
and classroom applications. This program culminates in a capstone experience
requiring an innovative project designed collaboratively by the student and the stu¬
dent’s committee.

Goals

The Master of Arts in Middle Grades Education is designed to meet the follow¬
ing program goals:

1. Provide an analysis of the theoretical base, current research, and exemplary
practices of middle grades education.

2. Provide advanced preparation in young adolescent development within cultur¬
al and social contexts (family changes, health and safety, risk behaviors).

3. Develop an extended understanding of the comparative history and philosophy
of middle grades education, and theories about its future development, including
organizational components, assessment, and evaluation in the middle school setting.

4- Provide opportunities to analyze and design middle school curricula and eval¬
uate the impact of current instructional practices and school policies on the learn¬
ing of young adolescents.

Catalog of Graduate Programs / 52

5. Provide advanced content expertise and curriculum integration in one or more
fields of teaching.

6. Provide opportunities to utilize current technologies and to integrate technolo¬
gy in the middle school classroom.

7. Develop teachers as leaders who are agents of change.

8. Provide a culminating project synthesizing middle school theory, research, and
practice.

Course Requirements

A. Professional Component (9 semester hours)

EDUC 614 Measurement and Assessment 3 hrs.

EDUC 620 Methods of Research 3 hrs.

EDUC 622 Middle Level History, Philosophy, and Future 3 hrs.

B. Instructional Component (9 semester hours)

EDUC 613 Teaching Students with Special Needs 3 hrs.

EDUC 615 Strategies of Teaching 3 hrs.

EDUC 619 Teaching Content in the Age of Accountability 3 hrs.

C. Content Component (9 semester hours)

EDUC 630 The True Middle School 3 hrs.

EDUC 640 Teaching Reading and Writing across

the Curriculum 3 hrs.

EDUC 690 Seminar in Middle Grades Education 3 hrs.

D. Elective Component (3 semester hours)

EDUC 670 Teacher as Self 3 hrs.

EDUC 660 Young Adolescents in Contemporary Society 3 hrs.

EDUC 650 Gender Differences and the Young Adolescent 3 hrs.

EDUC 555 Special Topics 3 hrs.

E. Capstone (0 semester hours)

Synthesis of Strands of Middle-Level Education

Master’s Degree Program

1. Each course in the Middle Grades program includes assignments related to the
final product of learning which requires students to synthesize and reflect on prac¬
tices that are developmentally responsive for middle level classrooms.

2. The product of learning must be comprehensive, must demonstrate evidence of
applying theory to practice and must contain evidence of technological proficiency.
The product of learning will incorporate elements from INTASC standards, the
propositions of the NBPTS, the NC middle level graduate guidelines, and the NC
advanced technology competencies, connecting to the Theorist and Practitioner
conceptual framework of the Gardner- Webb University teacher preparation pro¬
gram.

3. The final product of leaming/project will be presented to education faculty and
graduate students. The candidate’s faculty committee will determine his/her worthi¬
ness to be awarded the Master’s Degree in Middle Grades Education.

School Administration ( K- 1 2 )

Coordinator: Dr. Ronald I. Nanney

The focus of the School Administration (K-12) program is to prepare experienced
teachers to serve as educational leaders; it is designed to relate to the'needs of edu-
cators in both theory and practice. A minimum of three years of successful experi-
ence as a classroom teacher is recommended for entry into this program. Those with
bachelor’s degrees may enter the two-year program leading to a master of arts degree
in school administration (K-12), which is a 33 -semester-hour program including a 3-

The Graduate School Programs and Courses of Instruction / 53

hour internship. In order to be licensed by the state, students must make a satisfac¬
tory score on the State Standards Board Examination for school administrators.

Purpose

The purpose of the Master of Arts degree in School Administration (K-12) is to
develop educational leaders through courses, research, seminars, and internships
conducted in an environment based on Christian principles and values.

Goals

The School Administration program is designed to meet the following program
goals for prospective school administrators:

1. Provide a foundation in the principles and procedures of educational administration, cur¬
riculum development, and instructional improvement.

2. Promote the development of the ability to implement and evaluate models of instruction
and methods of supervision in the classroom and other school settings.

3. Foster the development of the ability to evaluate classroom teachers within an academic
environment.

4. Develop the capacity to interpret and implement educational research in the total school
program.

5. Provide preparation for service as instructional and educational leaders.

Course Requirements

EDUC 614 Measurement and Assessment 3 hrs.

B. Curriculum and Instruction Component (6 semester hours)
EDUC 610 Curriculum Development 3 hrs.

EDUC 615 Strategies of Teaching 3 hrs.

C. Administration Specialization (21 semester hours)

SADM 618 Educational Leadership 3 hrs.

SADM 640 Introduction to Educational Administration 3 hrs.
SADM 650 School Law 3 hrs.

SADM 655 School Finance and Budgeting 3 hrs.

SADM 660 The Principalship 3 hrs.

SADM 665 Supervision of Instruction 3 hrs.

SADM 695 Internship and Seminar 3 hrs.

Master ofAkts

School Counseling (K- 1 2 )

Purpose

. Within a caring and challenging environment, the 48-semester-hour school coun¬
seling program strives to facilitate the acquisition and application of knowledge and
' skills which will help prepare graduate students to make appropriate contributions
within the school setting as school counselors who are both theorists and practi¬
tioners. To do this, the program emphasizes acquisition and application of knowledge
and skills, critical thinking and decision making, and the importance of the social
context of both the student and the school. The examination of personal values and

Catalog of Graduate Programs / 54

experiences and their potential influence in a variety of counseling situations is
encouraged. We strive to develop counselors who have a strong theoretical base and
who can apply this in field-based school counseling practicum and internship set¬
tings.

Goals

1 . In accordance with CACREP standards, curricular experiences and demonstrated knowl¬
edge in each of the following eight common core areas are required of all students in the
school counseling program: professional identity, social and cultural diversity, human
growth and development, career development, helping relationships, group work, assess¬
ment, and research and program evaluation. Demonstrated mastery of these core
areas as they apply to the school setting is required.

2. In accordance with CACREP standards, curricular experiences and demonstrated knowl¬
edge and skills in each of the following areas of school counseling will be required: foun¬
dations; contextual dimensions; program development, implementation, and evaluation;
individual, group, guidance and consultation serrvices.

3. Graduate students will develop skills appropriate to beginning counselors in each of the
areas specified above as required by the North Carolina Department of Public
Instmction, by state and national professional associations, and by credentialing bodies.

4. Graduate students will demonstrate the acquisition of this knowledge and skill as well as
an understanding of ethical, legal, and professional practice issues in appropriate school-
based practicum and internship experiences.

The school program stresses developmental, preventative, and remedial services
to students, parents, and staff and places strong emphasis on the acquisition of
knowledge and the development of skills and competencies needed to fulfill the
diverse roles played by school counselors in a multicultural society. Successful grad¬
uates will be recommended by the School of Education for graduate level licensure
in school counseling.

The school counseling program accepts applicants without teacher licensure.
Opportunities will be provided to strengthen students’ knowledge of the school set¬
ting throughout the program as well as during the practicum and internship experi-

Admission Requirements

The requirements for the role of a school counselor are both personal and intel¬
lectual. For this reason, in addition to general Graduate School entrance require¬
ments, a successful interview with at least two program faculty members is an
absolute requirement for admission to the program. During this interview the facul¬
ty members will assess the academic background, personal qualities, and goals of
applicants. Applicants will be admitted who meet the personal and academic
requirements of the program.

Admission requirements include an undergraduate grade point average of 2.7 or
better, an acceptable Graduate Record Exam or Miller Analogies Test score, and
three positive letters of recommendation. An undergraduate course in Abnormal
Psychology/Psychopathology is required and may be taken concurrently with gradu¬
ate courses but must be completed before taking PSYC 635, Advanced Psycho¬
pathology. A learning experience in classroom management is required of applicants
without teacher licensure and may be taken concurrently with graduate courses but
must be completed before practicum and internship placement.

The Graduate School Programs and Courses of Instruction / 55

Course Requirements

A. Professional Component

CEDU 610 Counseling Theories 3 hrs.

Comprehensive Developmental School Counseling Programs 3 hrs.
Methods of Research and Program Evaluation 3 hrs.

Legal and Ethical Issues in Counseling 3 hrs.

Multicultural Counseling 3 hrs.

Advanced Psychopathology 3 hrs.

Advanced Human Growth and Development 3 hrs.

B. Skill Component

CEDU 615 The Helping Relationship 3 hrs.

Methods of Assessment and Evaluation 3 hrs.

Group Counseling 3 hrs.

The Counselor as Professional, Practitioner, and Consultant 3 hrs.
Career Development: Theory and Practice 3 hrs.

Crisis Intervention Counseling 3 hrs.

CEDU 618
CEDU 620
CEDU 650
CEDU 665
PSYC 635
PSYC 640

CEDU 616
CEDU 625
CEDU 640
CEDU 645
PSYC 621

C. Applied Component

CEDU 695
CEDU 696

Internship in School Counseling 3 hrs.
Internship in School Counseling 3 hrs.

All courses in both the school and mental health counseling curricula are open to
all counseling students who have prerequisites and permission of the professor.
Graduate students should talk with their advisers when planning a course of study to
be sure that they include courses required to become licensed as professional coun-

Master ofAkts/Ed. Specialist

Mental Health Counseling

Coordinator: Dr. Frieda F. Brown

Mental health counseling is a professional counseling specialty which involves
the application of principles of psychotherapy, human development, learning theo¬
ry, group dynamics and the assessment of mental illness and dysfunctional behavior.
Mental health counseling includes the practice of prevention, early intervention,
and treatment of mental and emotional disorders for individuals, families, and/or
groups and consultation and education for community groups interested in promot¬
ing healthy lifestyles in the community.

The mental health counseling program is designed to provide graduate level
preparation for students who seek advanced educational experiences and clinical
training leading to certification and/or licensure for professional positions in the
mental health counseling field. The MA/Ed.S degree is a tethered, combined degree.
A student cannot finish one degree without the other. Therefore, in order to obtain
either degree the student must complete the entire graduate program. Students hold¬
ing a counseling master’s degree from a graduate program from within or outside
. Gardner- Webb University will not be able to pursue the Ed.S. portion of the degree
by augmenting their course work with additional courses from the Gardner- Webb
University Mental Health Counseling program.

Catalog of Graduate Programs / 56

Purpose j

The M.A./Ed.S. program in mental health counseling is designed to develop
skilled clinicians and well educated leaders in the field of mental health. Within a
caring and challenging environment, the 60-semester-hour mental health counsel-
ing program strives to facilitate the acquistion and application of knowledge and
skills which will help prepare graduate students to make appropriate contributions
to diverse clients, institutions, and society. To do this, using a scientist practitioner
model, the program emphasizes integration of theory and practice, critical thinking
and decision making, as well as the examination of personal values and experiences
as they influence clinical practice. Students have strong theoretical and technical
training which is applied in field-based counseling practicum and internships.

Goals

1 . In accordance with CACREP standards, curricular experiences and demonstrated knowl¬
edge in each of the following eight common core areas are required of all students in the
mental health counseling program: professional identity, social and cultural diversity,
human growth and development, career development, helping relationships, group work,
assessment, and research and program evaluation. Demonstrated mastery of these core
areas as they apply to a variety of professional settings in the mental health field is
required.

2. In accordance with CAGREP standards, curricular experiences and demonstrated knowl¬
edge and skills in each of the following areas of mental health counseling will be required:
mental health foundations, contextual dimensions, clinical principles, general practice,
and specific strategies of mental health counseling.

3. Graduate students will develop skills appropriate to beginning counselors in each of the
areas specified above as required by state and national professional associations and by
credentialing bodies.

4. Graduate students will demonstrate their understanding of the importance of continuing
professional development, an underlying code of ethics, legal considerations, and stan¬
dards of professional conduct in classes and in appropriate agency-based, practicum and
internship experiences,

5. Students will be prepared to take the licensed professional counselor exam and complete
all requirements for the LPC license.

6. Students will understand theory and appropriate standards of practice with identified spe¬
cial populations in mental health facilities.

7. Character and maturity will be nurtured throughout the program as moral, ethnical, spir¬
itual, and psychological dimensions of all areas of work are addressed.

Criteria for Admission

The requirements for the role of a mental health counselor are both personal and
intellectual. During the interview the faculty will assess the academic background
and personal qualities and goals of applicants. Applicants will be admitted who meet
the personal and academic requirements of the program.

Recognizing the need to accept students who have the greatest likelihood of suc¬
cess in this role, the following standards will be used for admission to the mental
health counseling program.

1. A bachelor’s degree from a regionally accredited institution of higher education with a
minimum 3.00 grade point average.

2. A minimum of 18 hours of psychology or related areas to include introductory, abnor¬
mal/psychopathology, personality theory, developmental, learning theory, assessment,
and research.

The Graduate School Programs and Courses of Instruction / 57

3. Satisfactory test scores on either the Graduate Record Examination or the Miller
Analogies Test.

4- Three positive letters of reference.

5. A successful interview by faculty within the program.

6. A questionnaire requiring applicants to respond to questions relative to the pursuit of a
counseling graduate degree.

Course Requirements

CEDU 620 Methods of Research for Counselors 3 hrs.

CEDU 650 Legal and Ethical Issues in Counseling 3 hrs.

CEDU 665 Multicultural Counseling 3 hrs.

CEDU 640 The Counselor as Professional,

Practitioner, and Consultant 3 hrs.

PSYC 635 Advanced Psychopathology 3 hrs.

PSYC 640 Advanced Human Growth and Development 3 hrs.

PSYC 699 Professional Development of the Mental Health Counselor 6 hrs.

B. Skill Component

CEDU 616 Methods of Assessment and Evaluation 3hrs.

CEDU 615 The Helping Relationship 3 hrs.

CEDU 625 Group Counseling 3 hrs.

PSYC 602 Psychodiagnostics and Treatment Planning 3 hrs.

PSYC 612 Vocational/Career Assessment Counseling 3 hrs.

PSYC 621 Crisis Intervention Counseling 3 hrs.

PSYC 646* Couples and Family Counseling 3 hrs.

PSYC 647* Child and Adolescent Counseling 3 hrs.

PSYC 660* Substance Abuse Counseling Seminar 3 hrs.

*Electives: Students choose two courses for a total of six semester hours credit.

C. Applied Component

PSYC 675 Practicum in Mental Health Counseling 3 hrs.

PSYC 695 Internship in Mental Health Counseling 3 hrs.

PSYC 696 Internship in Mental Health Counseling 3 hrs.

All courses in both the school and mental health counseling curricula are open
to all counseling students who have prerequisites and permission of the professor.
Graduate students should talk with their advisers when planning a course of study
to be sure that they include courses required to become licensed as professional
counselors.

Master of Arts

English

Coordinator: Dr. David Parker

This program is designed to include two options: either twenty-four hours of
course credit plus six hours of thesis credit, or thirty hours of course credit with no
thesis. In either case the candidate must take comprehensive exams either in the last
semester of course work or during the following semester.

Admissions standards are the same as those for entry into other graduate pro-

Catalog of Graduate Programs / 58

grams at Gardner- Webb. Students who do ni
ed on an individual basis.

:t these standards will be evaluat-

PURPOSE

The purpose of the program is to offer capable students an advanced program
which will enhance their careers as college instructors or administrators and which
will prepare them for doctoral level study. The program will prepare its students to
be scholars who have not only mastered a basic body of knowledge in the field, but
who have also developed the research skills to be self-educating learners, whether it
is in the context of a doctoral program or as a teacher-practitioner.

Goals

The Master of Arts program in English is designed to meet the following goals:

1 . Graduate students will master important texts in British, American and World Literature.

2. Graduate students will become conversant in both older and more current theories and
methods of literary criticism.

3. Graduate students will master the skills necessary for scholarship as each class will
emphasize the development of research skills and familiarity with secondary sources in
the content area.

Course Requirements

ENGL 671 Literary Criticism 3hrs.

27 additional hours selected from the following:

ENGL 555 Special Topics 3hrs.

Seminar in British Literature 3hrs.

British Literature: Selected Masterpieces 3hrs.

Seminar in American Literature 3hrs.

American Literature: Selected Masterpieces 3hrs.

Literature: A World Perspective 3hrs.

Contemporary Trends in Literature 3hrs.

Young Adult Literature 3hrs.

The Teaching of Writing 3hrs.

Thesis 3hrs.*

*Students selecting the thesis option must repeat the course for a total of 6 hours.
Seminar and topics courses may be repeated with the approval of the coordina-
or of the program.

ENGL 611
ENGL 613
ENGL 631
ENGL 633
ENGL 651
ENGL 673
ENGL 675
ENGL 683
ENGL 690

The Thesis Option

A prospectus must be approved by the candidate’s thesis committee before work
°n esis ProPer can begin. The thesis committee will consist of the thesis direc'
tor and two other English faculty members. At the end of the program, candidates
who have selected the thesis option will submit a master’s thesis which must be
approved by the candidate’s committee.

M.Div./M.A. in English Degree

Gardner-Webb offers a combined M.Div./M.A. in English degree. Tor details
about this degree, see the Master of Divinity section of the catalog.

The Graduate School Programs and Courses of Instruction / 59

Master of Arts

Sport Science and Pedagogy

Coordinator: Dr. Ken Baker

The Sport Science and Pedagogy program includes thirty semester hours in five
components: methodology, science, socio-culture, administration, and elective. The
primary focus of the program is instructional expertise in sport-related settings. The
elective component of the program consists of six hours of subject area work that
may be programmed to meet the specific needs of individual students. This program
does not include recommendation for graduate level state licensure.

Purpose

Graduate courses for the Master of Arts in Sport Science and Pedagogy are
designed to assist in the advanced preparation of individuals who are involved with
sport and fitness-related endeavors. These fields of endeavors may include physical
education programs, coaching environments, fitness centers, sport clubs, and other
physical activity settings. The development of skills will be accomplished through
coursework, research, and pedagogical experience. Students will benefit from a syn¬
thesis of current and applicable information derived from both theory and practice.

Goals

The Master of Arts in Sport Science and Pedagogy is designed to meet the fol¬
lowing goals:

1 . Provide advanced preparation for leadership in the field of sport and fitness instruction.

2. Develop the skills essential for the research of various aspects of sport science and peda¬
gogy-

3. Develop the capacity to interpret and then apply the findings of sport-related research to
actual practices.

4. Develop skills and understandings of the numerous teaching styles used in sport instruc-

5. Foster the development of individual potential for becoming optimally effective as a
teacher, coach, instructor or sport administrator.

Course Requirements

A. Methodology (6 semester hours)

SPED 600 Research in Sport Pedagogy 3 hrs

SPED 601 Instructional Strategies 3 hrs

B. Science (6 semester hours)

SPED 602 Scientific Principles of Human Performance 3hrs.

SPED 603 Contemporary Concepts of Wellness 3 hrs.

C. Socio-Culture (6 semester hours)

SPED 604 Sport in Society 3 hrs.

SPED 605 Sport and Physical Education for Diverse Populations 3 hrs.

D. Administration (6 semester hours)

SPED 606 Sport and Physical Education Administration 3 hrs.

SPED 607 Legal Issues of Sport and Physical Education 3 hrs.

E. Elective (6 semester hours)

SPED 608 Psychology of Sport 3 hrs.

SPED 609 Supervision and Evaluation of Instruction 3 hrs.

SPED 610 Theories of Motor Development 3 hrs.

SPED 611 Physical Education Seminar 3 hrs.

SPED 555 Special Topics 3 hrs.

Catalog of Graduate Programs / 60

Description of Courses

Counselor Education

CEDU 610 COUNSELING THEORIES 3 semester hours

A study of historical, traditional, and current approaches to psychotherapy. In-depth analysis
of the philosophical, practical, and culturally-responsive aspects of behavioral, cognitive,
humanistic, systemic, and multicultural theories will be included. Students will begin to for¬
mulate a personal model of counseling.

CEDU 615 THE HELPING RELATIONSHIP 3 semester hours

Special emphasis is placed on counselor self-awareness including an examination of personal
characteristics, orientations, and skill development as they influence the helping process; and
demonstration of the abilities to establish a therapeutic relationship, set appropriate counsel¬
ing goals, design intervention strategies, evaluate client outcome, successfully terminate the
counselor-client relationship, and maintain appropriate professional boundaries.

CEDU 616 METHODS OF

ASSESSMENT AND EVALUATION 3 semester hours

This course provides an understanding of individual and group approaches to assessment and
evaluation including an examination of related historical, fundamental, statistical, and ethi¬
cal/legal concepts. Strategies for test selection, administration, and interpretation, along with
methods of case conceptualization and diagnostic principles, will be examined.

CEDU 618 COMPREHENSIVE DEVELOPMENTAL

SCHOOL COUNSELING PROGRAMS 3 sene, Hours

1 his course focuses on the history, philosophy, and current trends in school counseling and
educational systems. Integrating the role, fUnction, and professional identity of the school
counselor into the total school community, coordinating counseling program components to
acilitate the academic, career, and personal/social development of all students, and program
design, implementation, evaluation, and improvement of counseling services are emphasized.

CEDU 620 METHODS OF RESEARCH
AND PROGRAM EVALUATION

i his course provides an understanding of research methods, statistical analysis, needs assess¬
ment, and program evaluation including a look at the challenge of conduction research in the
counseling profession, opportunities to use research to effect change in counseling processes
and programs, the use of technology, and ethical and legal considerations.

CEDU 625 GROUP COUNSELING 3, ^ Hours

ihis course is designed to develop understanding of theories, stages, techniques, leadership
an mem er roles in the group process. The course will utilize a combination of didactic, expe¬
riential and laboratory approaches to achieve these objectives.

CEDU 640: THE COUNSELOR AS PROFESSIONAL.
AND CONSULTANT

PRACTITIONER

course focuses on theories, models, and processes of consultation. Emphasis is placed on
identifying community, environmental, and institutional opportunities that enhance, as well
barriers that impede, chent/system success. Strategies designed to enhance effective team-

The Graduate School Description of Courses / 61

work within systems and among multidisciplinary relationships with human service providers
will be emphasized. Special attention is given to the development of the professional as leader
in and advocate for the profession.

CEDU 645 CAREER DEVELOPMENT:

THEORY AND PRACTICE 3 semester hours

this course provides an understanding of career development and related life factors, (e.g.,
work, family roles and responsibilities, gender, and diversity), strategies aimed at planning,
organizing, implementing, and evaluating a career development program, and decision-mak¬
ing models that facilitate career planning for all individuals. Emphasis is placed on philosophy,
theory and current research in career development, the use of print and computer-based labor
market information resources, and the use of assessment instruments and technology-based
strategies to enhance career planning.

CEDU 650 LEGAL AND ETHICAL

ISSUES IN COUNSELING 3 semester ^

A study of selected basic legal principles necessary for good practice as well as current legal
and ethical issues confronting counselors with an emphasis on issues in the contemporary
practice of counseling. Students will become familiar with various professioanl codes of
ethics (ACA, AMHCA, ASCA) through lecture and discussion.

CEDU 665 MULTICULTURAL COUNSELING 3 semester hours

Theory and practice of counseling culturally diverse clients. Client populations include,
among others, African Americans, Asian Americans, Native Americans, and Hispanics.'
Topics include cultural assumptions, cultural values, counselor credibility, and prejudices and
racism in the context of counseling. Strongly recommended: CEDU 610, 615, or permission
of professor.

CEDU 675 PRACTICUM IN SCHOOL COUNSELING 3 semester hours
Practicum experiences providing for the development of counseling skills under the supervi¬
sion of program faculty, totaling a minimum of 100 clock hours, with 40 of these hours in
direct contact with actual clients seeking individual or group counseling services
Prerequisites: CEDU 610, CEDU 615, CEDU 650, CEDU 625, and PSYC 621, PSYC 640
and permission of professor.

CEDU 695/696 INTERNSHIP IN SCHOOL COUNSELING 3/3 semester hrs.
A planned, supervised 300/300-clock-hour counseling experience for a total of 600 clock
hours in a school setting, in which the student will perform all activities expected of a pro¬
fessional school counselor. The intern will be supervised by both an on-site counselor and a
university supervisor. Prerequisite: Successful completion of the practicum and approval of
advisor.

Education

i- 3 semester hours

EDUC 555 SPECIAL TOPICS

A study of significant issues, trends, theories, and/or practical problems in education'accord-
ing to the needs and interests of the student(s). The student(s) and professor will collabora-
tively plan the focus and assessment of the course.

Catalog of Graduate Programs / 62

EDUC 600 PHILOSOPHICAL FOUNDATIONS 3 semester hours

OF EDUCATION

A study of the philosophical, cultural, and historical foundations of education.

EDUC 601 TECHNOLOGY APPLICATIONS 3 semester hours

IN CLASSROOM INSTRUCTION

An exploration of the applications of technology as an instructional strategy through the use
of the Internet and the identification, evaluation, and selection of appropriate software.

EDUC 610 CURRICULUM DEVELOPMENT 3 semester hours

An examination and analysis of curriculum development and legal issues as they relate to
design, implementation, and evaluation within the learning community.

EDUC 613 TEACHING STUDENTS

WITH SPECIAL NEEDS 3 semester hours

A study of the characteristics and educational needs of individuals with special needs.
Emphasis is on the issues and trends in special education, the current categorical descriptions
of exceptionalities and appropriate classroom interventions. Strategies for teaching both iden¬
tified and at-risk students in the regular classroom are explored throughout the course.

EDUC 614 MEASUREMENT AND ASSESSMENT 3 semester hours

Survey of a wide range of standardized testing instruments, including ability tests, interest
inventories, and personality tests. Individual research projects will link assessment with class¬
room practices.

EDUC 615 STRATEGIES OF TEACHING 3 semester hours

An examination of a variety of strategies of instruction with a focus on curriculum/content
area integration within the classroom.

EDUC 619 TEACHING CONTENT IN THE AGE OF
ACCOUNTABILITY 3 semester hours

A study in either middle grades mathematics, communication skills, social studies, or science
with emphasis on high stakes testing, its effects on middle level teachers and learners, and the
utilization of various assessment data to improve instruction.

EDUC 620 METHODS OF RESEARCH 3 semester hours

A study of quantitative and qualitative methodologies and research techniques applicable to
the classroom teacher or school administrator.

EDUC 622 MIDDLE LEVEL HISTORY,

PHILOSOPHY, AND FUTURE 3 semester hours

A study of middle school history, philosophy, and future endeavors.

EDUC 625 DIAGNOSTIC PROCEDURES IN

THE TEACHING OF COMMUNICATION SKILLS 3* semester hours

A study of the diagnostic-prescriptive approach to teaching communication skills including
experience in using formal and informal modes of assessment.

The Graduate School Description of Courses / 63

EDUC 630 THE TRUE MIDDLE SCHOOL 3 semester hours

An application and examination of the tenets of developmentally responsive middle level
education, motivation and management, teachers as leaders, teaming and exemplary middle
level practices across the curriculum.

EDUC 640 TEACHING WRITING AND READING
ACROSS THE CURRICULUM 3 semester hours

An examination diagnosing, remediating, assessing and evaluating reading skills, strengths,
and weaknesses. Strategies for writing in all content areas will be emphasized.

EDUC 650 GENDER DIFFERENCES AND THE

YOUNG ADOLESCENT 3 semester hours

An examination of gender-based classes, gender bias and equity as they relate to middle-level
classroom practices.

EDUC 655 LITERACY, LITERATURE,

AND THE LEARNER 3 semester ^

An advanced study of children’s literature exploring the continuum from emergent to litera¬
cy to independent reading. Emphasis will be placed upon strategies designed to enhance read¬
ing instruction across the curriculum through literature.

EDUC 660 YOUNG ADOLESCENTS IN

CONTEMPORARY SOCIETY 3 semester hours

An emphasis on the physical, emotional, moral, social, and intellectual development of young
adolescents: health, safety, drug and alcohol use and sexuality as they relate to students’ edu¬
cational progress.

EDUC 670 TEACHER AS SELF 3 semester Ws

An examination of characteristics of interpersonal skills with a focus on self-reflection.
Designed to help educators discover how their own beliefs, values, self-concepts, and self effi¬
cacy affect their approaches to teaching.

EDUC 685 SEMINAR IN ELEMENTARY EDUCATION 3 semester hours
An emphasis on developmentally appropriate elementary education practices grounded in the
standards of the professional learned societies (e.g., NAEYC, IRA), INTASC, NBPTS, and
the North Carolina State Board of Education programmatic guidelines and standards.

EDUC 690 SEMINAR IN MIDDLE GRADES 3 semester hours

Emphasis on developmentally responsive middle level education grounded in the standards of
the professional learned societies, INTASC, NBPTS, and the North Carolina Board of
Education programmatic guidelines and standards.

English

ENGL 555 SPECIAL TOPICS U 3 semester hours

The study of selected themes, theories, and developments in literature and the English lan¬
guage. Topics vary according to student interest and needs.

Catalog of Graduate Programs / 64

ENGL 611 SEMINAR IN BRITISH LITERATURE 3 semester hours

Topics in British literature, with emphasis on group participation and presentation.

ENGL 613 BRITISH LITERATURE:

SELECTED MASTERPIECES 3 semester hours

Focuses on selected authors in British literature who have contributed to distinctive develop-
ments in literary form, theme, and style.

ENGL 63 1 SEMINAR IN AMERICAN LITERATURE 3 semester hours

Topics in American literature, with emphasis on group participation and presentation.

ENGL 633 AMERICAN LITERATURE:

SELECTED MASTERPIECES 3 semester hours

Focuses on selected authors in American literature who have contributed to distinctive devel¬
opments in literary form, theme, and style.

ENGL 651 LITERATURE: A WORLD PERSPECTIVE 3 semester hours

Focuses on literature other than the traditional British and American canon as expressions of
diverse cultures.

ENGL 67 1 LITERARY THEORY 3 semester hours

A survey of theories of literature and criticism with particular attention to recent theories and
application to reading and teaching. Includes coverage of historical development of theory.

ENGL 673 CONTEMPORARY TRENDS IN LITERATURE 3 semester hours
Focuses on contemporary development of the creative genres, with primary emphasis on fic¬
tion. Particular emphasis on works by women, blacks, native Americans, and other minority
groups whose contributions to literature have been recognized only in the relatively recent

ENGL 675 YOUNG ADULT LITERATURE 3 semester hours

An in-depth examination of the field of young adult literature. Includes examining practical
and creative applications of course content in order to enhance the study of literature in the
secondary classroom.

ENGL 680 ENGLISH TEACHER AS RESEARCHER 3 semester hours

Emphasis on qualitative and classroom-based research methodologies, culminating in a signif¬
icant action-research project using the student’s teaching community as the laboratory and
students as the subjects. Students should register as soon as possible in their graduate program,
but preferably after taking ENGL 681, 683, or 685, will meet with the professor initially to dis¬
cuss readings on classroom-based research methodology, and then will design and propose a
project. Research is conducted over time period needed for a meaningful project, with grade
of IN assigned until research is completed and a formal written report is submitted. Must be
completed at least one month before end of student’s program.

ENGL 681 SEMINAR IN CURRENT ISSUES AND METHOD'S OF
TEACHING ENGLISH 3 semester hours

Focus is on addressing particular, contemporary concerns of practicing English teachers while
infusing students with new ideas and enthusiasm about standard English-teacher concerns: lit¬
erature, grammar, language. Attention given to significant current issues such as assessment
and incorporating technology into the English class. High level of student participation

The Graduate School Description of Courses/ 65

required. Prerequisite: undergraduate teaching methods course or permission of professor
accompanied by additional reading assignments.

ENGL 683 THE TEACHING OF WRITING 3 semester hours

Theories, research, and practice in the teaching of writing.

ENGL 685 THE READING/WRITING CONNECTION
IN SECONDARY ENGLISH 3 semester hours

Study of theoretical and practical bases for integrating the teaching of reading and writing in
the English curriculum. Focuses on the processes of reading and writing about literature.

ENGL 690 THESIS 3 semester hours

Development of a research and analytical thesis on a subject appropriate to the degree. This
course must be taken twice to fulfill the thesis option for the degree.

Psychology

PSYC 600 ADVANCED EDUCATIONAL PSYCHOLOGY 3 semester hours
Designed for teachers and administrators, this course is an in-depth analysis of psychological
foundations of education with emphasis given to theory and practice relating to cognition,
motivation, individual differences, evaluation, and conflict management.

PSYC 602 PSYCHODIAGNOSTICS &

TREATMENT PLANNING 3 semester hours

Practical course designed to train the student to competently diagnose all types of psy¬
chopathology using the DSM-IV-tr and to develop appropriate treatment plans based on the
needs of the client, the skills of the counselor, and the resources of the mental health setting.
Prerequisites: CEDU 610, PSYC 635

PSYC 612 VOCATIONAL/CAREER

ASSESSMENT COUNSELING 3 semester hours

This course will focus on the clinical assessment of vocational interests and abilities and will
seek to help the client integrate interest, ability, and personality data related to career and
vocational choice.

PSYC 62 1 CRISIS INTERVENTION COUNSELING 3 semester hours

Didactic and experiential training in crisis intervention counseling with attention to all major
types of crises. Developmental, cultural, racial, and gender issues explored. Prerequisite:
CEDU 615

PSYC 635 ADVANCED PSYCHOPATHOLOGY 3 semester hours

Advanced study of the major diagnostic groups included in the DSM currently published by
the American Psychiatric Association.

PSYC 640 ADVANCED HUMAN GROWTH

AND DEVELOPMENT 3 semester hours

This course is an in-depth look at the theories and methods of developmental research. Major
topics include current research on genetic and environmental influences on behavior, typical
counseling issues at different developmental levels, cultural differences, cognitive develop¬
ment, language, intelligence, gender, and aggression.

Catalog of Graduate Programs / 66

PSYC 646 COUPLES AND FAMILY COUNSELING 3 semester hours

This course will address the counseling needs of individuals in intimate relationships. Systems
theory and a family life cycle model will be underlying theoretical foundations for addressing
the extensive literature exploring and defining assessment and clinical intervention with fami-
ies. Special emphasis will be placed on concepts related to family structure, communication
style patterns, problem-solving methods, and the fulfillment of family functions.

PSYC 647 CHILD AND ADOLESCENT COUNSELING 3 semester hours
This advanced graduate course will include an examination of current and professional and
research issues related to individual, group, and family therapy and preventive interventions
with children and adolescents experiencing emotional and/or behavioral difficulties.
Professional issues, including ethical concerns, cultural sensitivity, psychopharmacology,
empirically validated treatments, and assesment of treatment will be addressed.

PSYC 660 SUBSTANCE ABUSE COUNSELING SEMINAR 3 semester hours
A course designed to prepare the counselor to demonstrate a clinical understanding of the
assessment, treatment, and management of substance abuse and addiction, as well as to under¬
stand and apply a “multiple pathways” model of substance abuse treatment that integrates bio¬
logical, sociological, and psychological aspects of care.

PSYC 675 PRACTICUM IN MENTAL

HEALTH COUNSELING 3 semester hours

Practucum experiences providing for the development of counseling skills under the supervi¬
sion of program faculty, totaling a minimum of 100 clock hours, with 40 of these hours in
direct contact with actual clients seeking individual or group counseling services.
Prerequisites: CEDU 610, CEDU 615, CEDU 650, CEDU 625and PSYC 621 and permission
of professor.

PSYC 695/696 INTERNSHIP IN MENTAL

HEALTH COUNSELING 3/3 semester hours

A planned, supervised 300/300-clock-hour counseling experience for a total of 600 clock
hours in an agency setting, in which the student will perform all activities expected of a pro¬
fessional mental health counselor. The intern will be supervised by both an on-site counselor
and a university supervisor. Prerequisites: Successful completion of the practicum and approval
of advisor.

PSYC 699 PROFESSIONAL DEVELOPMENT OF

THE MENTAL HEALTH COUNSELOR 3 semester hours

This course serves as a vehicle for helping students negotiate the passage from that of gradu¬
ate student to working professional. Students will work first to integrate all theoretical and
applied experiences mastered during the course of their academic training. Second, they will
develop a portfolio of their work suitable for submitting to perspective employees. Third, they
will explore those professional disciplines that are likely to equip them to become counselors
who continure to develop their professional expertise while actively working to develop the
maturity to be effective professionals throughout their careers.

The Graduate School Description of Courses / 67

SchoolAdministration

SADM 555 SPECIAL TOPICS 1-3 semester hours

A study of significant issues, trends, theories, and/or practical problems in educational leader¬
ship, according to the needs and interests of the student(s). The student(s) and professor will
collaboratively plan the focus and assessment of the course.

SADM 6 1 8 EDUCATIONAL LEADERSHIP 3 semester hours

Introduction to a theoretical foundation of organizational behavior. Exposure to systems the¬
ory, motivation, leadership styles, organizations, change and conflict, and decision making.

SADM 640 INTRODUCTION TO

EDUCATIONAL ADMINISTRATION 3 semester hours

An examination of the aspects of educational administration, with a look at the federal, state,
and local role from the legal, financial, and controlling aspects.

SADM 650 SCHOOL LAW 3 semester hours

An examination of the legal aspects of school and school systems operations. Special empha¬
sis given to case law, discipline, personnel, and policies and procedures.

SADM 655 SCHOOL FINANCE AND BUDGETING 3 semester hours

A study of the theory and operations of school financial systems. Special emphasis will be given
to local, state, and national revenue sources, and the budgeting methods and processes used at
the central and school levels.

SADM 660 THE PRINCIPALSHIP 3 semester hours

An overview of the responsibilities associated with the position with emphasis on the concep¬
tual, technical, and human aspects. Numerous practical activities.

SADM 665 SUPERVISION OF INSTRUCTION 3 semester hours

An examination of the role of the principal relative to the instructional program, staff devel¬
opment, and curriculum evaluation with emphasis upon a clinical and developmental
approach to supervision.

SADM 695 INTERNSHIP AND SEMINAR 3 semester hours

A culmination of the study of the principalship. Involvement with a diverse set of activities
appropriate to individual goals under the direction of university and site-based personnel.
Prerequisite: Completion of at least 27 semester hours in SADM program.

Sport Science and Pedagogy

SPED 555 SPECIAL TOPICS 3 semester hours

A study of significant issues, trends, and/or practical problems in education. Content varies
according to student interest and need.

SPED 600 RESEARCH IN SPORT PEDAGOGY 3 semester hours

A course designed to prepare the student to access, interpret, and apply practical aspects of
research, with emphasis on the development of skills which will enable effective presentation,
communication, and understanding.

Catalog of Graduate Programs / 68

SPED 601 INSTRUCTIONAL STRATEGIES 3 semester hours

An in-depth study of the development and utilization of innovative teaching strategies in
physical education and sport instruction.

SPED 602 SCIENTIFIC PRINCIPLES OF

HUMAN PERFORMANCE 3 semester hours

A study of the most recent developments in the field of exercise physiology is the major focus
of this class, with emphasis on the related fields of biomechanics and motor learning.

SPED 603 CONTEMPORARY CONCEPTS OF WELLNESS 3 semester hours
A study of the relationships among the components of wellness, as well as an examination of
recognized approaches to effective instruction of lifetime physical fitness.

SPED 604 SPORT IN SOCIETY 3 semester hours

An examination of the issues and problems associated with play, games, and sport in a socio¬
cultural context.

SPED 605 SPORT AND PHYSICAL EDUCATION FOR DIVERSE
POPULATIONS 3 semester hours

A study of the implications for those involved in the instruction and provision of sport oppor¬
tunities for diverse populations. These populations include the handicapped, the gifted, the
elderly, and other groups with identifiable special needs.

SPED 606 SPORT AND PHYSICAL

EDUCATION ADMINISTRATION 3 semester hours

A study of specific issues involved in the organization and administration of sport and physi¬
cal education programs.

SPED 607 LEGAL ISSUES OF SPORT AND

PHYSICAL EDUCATION 3 semester hours

An exploration of the legal issues in sport and physical education. Emphasis will be placed on
liability issues relevant to educational, recreational, and athletic settings.

SPED 608 PSYCHOLOGY OF SPORT 3 semester hours

An analysis of the psychological aspects of sport with an emphasis on application and impli¬
cations for teachers and coaches.

SPED 609 SUPERVISION AND

EVALUATION OF INSTRUCTION 3 semester hours

A study of the basic issues relevant to instructional supervision. Particular attention will be
given to methods of evaluating instruction by means of systematic observation.

SPED 610 THEORIES OF MOTOR DEVELOPMENT 3 semester hours

A study of motor, physical, and neuromuscular development from the prenatal period to old
age. Emphasis will be placed on stages of development, motor system, and development of spe¬
cific movement patterns.

SPED 6 1 1 PHYSICAL EDUCATION SEMINAR 3 semester hours

A class for practicing physical educators, designed to be taught in a workshop format. The spe¬
cific content will vary based upon instructor, students and setting. The purpose will be to
examine and to apply practices necessary in developing instructional expertise.

The Graduate School Graduate Programs and Courses of Instruction/ 69

Master of Science
in Nursinq

Coordinator: Dr. Rebecca Beck-Little

Introduction

The Master of Science in Nursing (MSN) Program at Gardner- Webb University
offers three programs of study designed to meet the needs of nurses seeking expand¬
ed roles in their profession: Parish Nursing, Nursing Administration, and Nursing
Education. The MSN Degree with specialty concentration requires 30 to 36 semes¬
ter hours of graduate credits. In addition to the three areas of concentrated study, the
MSN program offers the MSN/MBA dual degree and the RN to MSN option.

The Master of Science in Nursing with a concentration in Parish Nursing is
offered in collaboration with the M. Christopher White School of Divinity. This
program of study is structured to provide students with knowledge from theology,
pastoral care, and parish health nursing.

The Master of Science in Nursing with a concentration in Education is designed
to prepare students to become professional educators in an academic or health care
setting. This program of study allows students the opportunity to enhance their clin¬
ical expertise from a theoretical perspective and to apply nursing education and
learning principles in practice settings.

The Master of Science in Nursing with a concentration in Administration is
offered in collaboration with the Graduate School of Business. This program of
study seeks to prepare the professional nurse for leadership roles in health care orga¬
nizations.

The RN to MSN program is designed to facilitate an accelerated and integrated
progression from the Bachelor of Science in Nursing (BSN) curriculum to the
Master of Science in Nursing curriculum. This program of study allows nurses to
apply six hours of graduate course credit to the BSN degree.

The MSN/MBA dual degree program is a 63-semester-hour program. This inter¬
disciplinary program combines nursing leadership with a working knowledge of busi¬
ness and managerial skills.

The courses in the MSN programs of study are offered in a logical sequence from
the core requirements of theory, issues, research, statistics, and caring to courses in
the major area of concentration. Elective requirements allow students to expand
their educational perspective to other disciplines. The MSN educational experience
culminates in a capstone course requiring the application of knowledge in a thesis
or project.

A Post-Master’s Nursing Education Certificate is also offered. (See pg. 74for
details.)

Purpose

The Master of Science in Nursing program is designed to provide opportunities
for students to practice professionally within a global environment from an inter¬
disciplinary perspective with a diverse population. Furthermore, the specialization of
practice areas allows the nurse to integrate knowledge from divinity, administration,
and education with the theoretical underpinnings of nursing.

Catalog of Graduate Programs / 70

Goals

The MSN Program is designed to meet the following program goals:

Provide individuals with an opportunity to:

1 . Practice advanced nursing in direct and indirect provider roles in a variety of health care
and educational settings.

2. Apply advanced knowledge of nursing theory, research, and health policy from a caring
perspective.

3. Synthesize multi-disciplinary knowledge and scientific research to accomplish evidence
based nursing practice.

4. Integrate nursing knowledge and experiences in varied health care settings.

5. Implement competent practice to meet the challenges of the changing health care envi¬
ronments through application of advanced knowledge, critical thinking, and decision
making.

6. Communicate effectively with health care providers both locally and globally.

7. Acquire the knowledge and expertise that meet basic requirements for entry into doctoral
study.

CritewaForAdmission

Application for admission to the MSN Program should be made through the
Graduate School. Application for admission to the MSN/MBA Program should be
made to the Graduate School and to the Graduate School of Business. In order to
enroll students from a variety of backgrounds with the greatest potential for suc¬
cessfully completing the program the following criteria for acceptance will be used:

1 . A Baccalaureate Degree in nursing from a regionally accredited institution with a nation¬
ally accredited program.

2. Current unrestricted licensure as a Registered Nurse.

3. GPA of 2.70 on all undergraduate work.

4. Satisfactory scores on the Graduate Record Examination (GRE) or the Miller Analogies
Test (MAT). (GMAT or GRE required for the MSN/MBA Program.)

5. Transcripts of all previous college studies.

6. Three letters of reference.

Admission Requirements ForThe RN with a
Baccalaureate degree in Another Field:

1. A Baccalaureate Degree from a regionally accredited institution.

2. Current unrestricted licensure as a Registered Nurse.

3. GPA of 2.70 on all undergraduate work.

4. Satisfactory scores on the Graduate Record Examination (GRE) or the Miller Analogies
Test (MAT). (GMAT or GRE required for the MSN/MBA Program.)

5. Transcripts of all previous college studies.

6. Three letters of reference.

7. Completion of a graduate or undergraduate general statistics course which includes prob¬
ability theory, inferential statistics, and descriptive statistics.

8. Completion of a nursing health assessment course.

9. For admission to the Master’s in Nursing Education and Parish Nursing: completion of a
community health course.

10. For admission to the Master’s in Nursing Administration: completion of a nursing leader¬
ship/management course.

The Graduate School Description of Coursess / 71

COURSE REQUIREMENTS:

A. Required Common Core

NURS 500 Theoretical Basis for Advanced Practice 3 hrs.
NURS 501 Nursing and Health Care Systems and Issues 3 hrs.
NURS 502 Methods of Advanced Research 3 hrs.

NURS 503 Perspectives of Caring 3 hrs.

NURS 504 Statistics 3 hrs.

B. Required Courses by Concentration

1. Nursing Education

NURS 600 The Nurse Educator 3 hrs.

NURS 601 Curriculum Theory and Application 3 hrs.

NURS 602 Instructional and Evaluation Strategies 3 hrs.
NURS 613 Nursing Education Practicum 3 hrs.

NURS 614 Advanced Clinical Theory and Practice 3 hrs.
NURS 610 Project/Thesis 3 hrs.

Elective Course relevant to degree focus 3 hrs.

2. Parish Nursing

DSTH 200/201 Introduction to Christian Theology I or II 3hrs.

Introduction to Pastoral Care and Counseling 3 hrs.

Parish Nursing 6 hrs.

Parish Nursing Practicum 3 hrs.

Project/Thesis 3 hrs.

Restricted to DSED and DSPC courses 6 hrs.

3. Nursing Administration

NURS 606 Nursing Economics and Finance 3 hrs.

Administration of Nursing and Health Care Organizations 3 hrs.
Administration Practicum 3 hrs.

Health Care Law and Ethics. 3 hrs.

Project/Thesis 3 hrs.

Course relevant to degree focus 3 hrs.

Restricted to BADM courses 3 hrs.

4. MSN/MBA

a. Nursing component

NURS 606 Nursing Economics and Finance 3 hrs.

NURS 607 Administration of Nursing and Health Care Organizations 3 hrs.
NURS 617 Administration Practicum 3 hrs.

NURS 610 Project/Thesis 3 hrs

b. Business courses

BADM 600 Managerial Accounting 3 hrs.

Managerial Economics 3 hrs.

Managerial Finance 3 hrs.

Marketing Management 3 hrs.

Organizational Behavior 3 hrs.

Quantitative Methods 3 hrs.

Business Law and Ethics 3 hrs.

International Business 3 hrs.

Strategic Management 3 hrs.

Restricted to BADM courses 6 hrs.

If a person has already completed an MBA degree and wants an MSN/MBA
degree, he/she must complete the fifteen hours of the MSN core and the twelve
hours of the nursing component, plus one elective.

If a person has an MSN degree in Nursing Administration and wants an

DSPC 100
NURS 605
NURS 615
NURS 610
Elective

NURS 607
NURS 617
BADM 641
NURS 610
Elective
Elective

BADM 610
BADM 620
BADM 625
BADM 630
BADM 631
BA"DM 640
BADM 650
BADM 690
Elective

Catalog of Graduate Programs 112

MSN/MBA degree, he/she must complete thirty hours of the MBA core courses, in
addition to the six hours of MBA courses already completed within the MSN pro¬
gram.

5. RN to MSN Program

Registered Nurses must be accepted into the BSN Program. Students should noti¬
fy their BSN advisor of their intent to enter the RN to MSN accelerated course of
study. Upon approval by the BSN advisor two courses in the MSN curriculum
(NURS 502 Methods of Advanced Research and NURS 501 Nursing and Health
Care Systems and Issues) will be substituted for two courses in the BSN curriculum
(NURS 301 Research in Nursing and NURS 303 Trends in Health Care), respec¬
tively. Students will receive the Bachelor of Science in Nursing degree upon com¬
pletion of the BSN requirements with the substituted courses. Students may then
apply to the MSN program to complete the remaining 30 hours of MSN course
requirements.

MSN Program Course Descriptions

NURS 500 THEORETICAL BASIS FOR

ADVANCED PRACTICE 3 semester horns

An analysis and evaluation of nursing theory and the relatedness of theory to nursing research.
Application of theory in nursing research as the basis for the provision of evidence based
practice.

NURS 501 NURSING AND HEALTH CARE

SYSTEMS AND ISSUES 3 semester hours

Examination of local, national, and global health care delivery systems and the societal issues
and trends which impact the delivery of health care. Analysis of the impact of direct and indi¬
rect nursing roles on health care policy.

NURS 502 METHODS OF ADVANCED RESEARCH 3 semester hours

A critical analysis of nursing research and methodological approaches utilized in health care.
Utilization of computer information systems as a method of inquiry into nursing research in
order to describe, analyze, problem solve, and/or initiate change to provide evidence based
nursing practice in a variety of settings.

NURS 503 PERSPECTIVES OF CARING 3 semester hours

Consideration of the concept of caring as it relates to culturally competent holistic nursing
and nursing interventions within the context of the human experience. Examines the per¬
spective of caring in the practice of relationship-centered care from the standpoint of the
nurse and the client as individuals, families, communities, and/or populations.

NURS 504 STATISTICS 3 semester hours

Designed to provide the student with an opportunity to expand the understanding of, appre¬
ciation for, and the use of parametric and non-parametric statistics necessary to critique and
conduct nursing research. Utilization of a computer program of descriptive and inferential sta¬
tistical analysis.

NURS 555 SPECIAL TOPICS IN NURSING 1-3 semester hours

A specialized study of current issues, trends, and/or problems in nursing education, adminis¬
tration, or parish nursing. Topics will vary according to student interest and need.

The Graduate School Description of Courses/ 73

NURS 600 THE NURSE EDUCATOR 3 semester hours

Examines the roles of the nurse educator in academic and practice settings. Explores educa¬
tional theories and principles which provide the foundation for nursing education.
Application of innovative, evidence based, teaching/leaming strategies in academic, staff
development, or similar settings. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 601 CURRICULUM

THEORY AND APPLICATION 3 semester hours

Analysis of the concepts of curriculum development, curriculum design, and curriculum theo¬
ry in relationship to nursing education. Application of the process of curriculum development
in practice. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 602 INSTRUCTIONAL AND

EVALUATION STRATEGIES 3 semester hours

Methods and theory of measurement and evaluation as applied in nursing education.
Consideration will be given to developing, scoring, and evaluating various assessment tech¬
niques. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 605 PARISH NURSING 3 semester hours

Explores the role of the Parish nurse from the perspective of health ministry within a faith
community. Includes qualifications, guidelines, variations, legalities, services, and resources
necessary for holistic caring practice. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 606 NURSING ECONOMICS AND FINANCE 3 semester hours

An introduction to the basic monetary and economic concepts of nursing. Emphasis on bud¬
get development and management functions related to economics and patient outcomes. Pre-
or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 607 ADMINISTRATION OF NURSING

AND HEALTH CARE ORGANIZATIONS 3 semester hours

Analyzes organizational structure and behavior of complex, integrated health care systems.
Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 608 INDEPENDENT STUDY 3 semester hours

The study of a particular aspect of nursing or health care that relates to the student’s major
focus.

NURS 610 PROJECT/THESIS U3 semester hours

Analysis of research as a response to a problem related to nursing practice in a variety of set¬
tings. Culminates in a written thesis or project that serves as a capstone experience reflecting
synthesis of concepts related to the student's graduate focus. This course may be repeated one
time in the curriculum. To be taken in the last two semesters/terms of the program.

NURS 613 NURSING EDUCATION PRACTICUM 3 semester hours

Application of education principles and theories in nursing academic or health organization
education settings. Preceptor guided experiences, seminars, and conferences. (1 class hour/6
hours practicum) Pre- or Co-requisite: NURS 500, 501, 502, 503, 504, 600.

Catalog of Graduate Programs / 74

NURS 614 ADVANCED CLINICAL

THEORY AND PRACTICE 3 semester hours

Study and application of selected knowledge and concepts from nursing theories appropriate
to clinical practice. Includes seminars, conferences and a student practicum in a clinical set¬
ting with a preceptor. (1 class hour/6 hours practicum) Pre- or Co-requisite: NURS 500, 501,

502, 503, 504.

NURS 615 PARISH NURSING PRACTICUM 3 semester hours

Experiences include conferences, seminars and a preceptor guided practicum in health min¬
istry. (1 class hour/6 clinical hours practicum). Pre- or Co-requisite: NURS 500, 501, 502,

503, 504, 605 .

NURS 6 1 7 ADMINISTRATION PRACTICUM 3 semester hours

Experiences in advanced nursing/healthcare management, leadership, and administration
within and across complex integrated organizational and institutional boundaries ( 1 class
hour/6 hours practicum). Pre- or Co-requisite: NURS 500, 501, 502, 503, 504, 607.

Post-Master’s Nursing Education
Certificate Program

The purpose of the nursing education certificate program is to facilitate the edu¬
cation of master’s prepared nurses for roles as nurse educators in an academic or clin¬
ical setting. Students will receive academic credit for all courses taken in the cer¬
tificate program. A grade of B or better is required to receive course credit. The cer¬
tificate requires 12 hours of course work as described below.

Required Courses :

NURSING 600
NURSING 601
NURSING 602
NURSING 608

Nurse Educator 3 hrs.

Curriculum Theory and Application 3 hrs.
Instructional and Evaluation Strategies 3 hrs.
Independent Study (Education Project) 3 hrs.

These courses are currently offered at the Statesville and Boiling Springs sites dur¬
ing spring and summer semesters. Independent study (Nursing 608) allows the stu¬
dent an opportunity to design and implement an educational program/project.

Admission Requirements

1. Current, unrestricted license to practice as a registered nurse.

2. Official transcripts documenting completion of master’s degree in nursing from an
accredited institution

3. Completed application to the Graduate School at Gardner- Webb University.

The Graduate School Doctor of Education / 75

DOCTOR OF EDUCATION

Educational Leadership

Coordinator Dr. Ronald I. Nanney

The Doctor of Education Degree (Ed.D.) at Gardner-Webb University in
Educational Leadership is a 63 -semester-hour program designed for potential and
practicing educational leaders who wish to develop and refine their leadership skills
in complex organizations. Schools are dynamic institutions whose practice is shaped
by powerful and influential interests. As a result, the economic, political, social, and
technological environment of schools is always changing. The Doctor of Education
Degree program is designed to equip candidates with the knowledge, skills, attitudes,
values, and beliefs that will enable them to function effectively in leadership roles
in this fluctuating environment.

Purpose

The purpose of the Doctor of Education in Educational Leadership is to develop
educational leaders through courses, research, seminars, and internships conducted
in an environment based on Christian principles and values.

Goals

1. To engage candidates in critical analysis of educational theory and practice;

2. To engage candidates in disciplined inquiry in the field of education;

3. To prepare candidates for making contributions to educational theory and

practice;

4. To prepare candidates to become leaders in educational institutions; and

5. To meet proficiency levels in licensure requirements.

Course Requirements

EDLS 700 Theory Development Module 6 hrs.

EDLS 701 Seminar 1 hr.

EDLS 702 Operational and Managerial Module 6 hrs
EDLS 703 Seminar 1 hr.

EDLS 704 Research Module 12 hrs.

EDLS 705 Seminar 1 hr.

EDLS 706 Reform and Change Module 6 hrs.

EDLS 707 Seminar 1 hr.

EDLS 708 Organizational Behavior Module 6 hrs.

EDLS 709 Seminar 1 hr.

EDLS 710 Instructional Module 12 hrs.

ED^S 711 Seminar 1 hr.

EDLS 712 Dissertation Module 6 hrs.

EDLS 713 Seminar 3 hrs.

Admission Prerequisites

Applicants must hold an entry-level license in educational leadership or supervi¬
sion and have a minimum of three years successful administrative/teaching experi-

Catalog of Graduate Programs / 76

Admission Requirements

1. Complete the application, including a copy of your current educator’s license.

2. Attach a $25.00 non-refundable application fee, either check or money
order-no cash.

3. Have five (5) people who know your work as an educator or graduate student
and your potential fill out the recommendation form, put it in a sealed envelope,
and sign across the seal. (Be sure you have filled out the top part of the reference
form first.) You must collect and send these five unopened envelopes with your
application.

4. Arrange to have an official transcript of all master’s level work sent to you in
an envelope sealed by the registrar. Include the sealed envelope(s) with your appli-

5. Write a personal essay explaining your purpose in wanting to earn a doctoral
degree in educational leadership.

6. Arrange to take the Graduate Record Exam (General Test) and have those
scores sent to the Graduate School Office from the testing agency.

Please enclose items 1-5 above in a large envelope and mail or bring it to the fol¬
lowing address:

Graduate School

Washburn Hall

Gardner- Webb University

Boiling Springs, North Carolina 28017

When your application folder is complete, it will be sent to the School of
Education for admission consideration. Applicants with the highest profile ranking
will be invited to participate in interviews with the Ed.D. Admissions Committee.

DESCRIPTION OF COURSES

DOCTOR OF EDUCATION

EDLS 700 THEORY

DEVELOPMENT MODULE 6 semester hours

This module examines the historical context of curriculum development and organizational
structure. In addition to the historical emphasis, the course facilitates investigation of current
and future theories associated with organizational change and curriculum reform from a sys¬
tematic approach. An integrated approach is used in the study of common theories and
philosophies.

EDLS 702 OPERATIONAL

AND MANAGERIAL MODULE 6 semester hours

This module examines finances and facilities from the perspective of educational leaders who
must determine the needs and functions of the fiscal operations. An integrated approach is
used to establish the necessary leadership skills to create a cooperative working environment.
The module also emphasizes a business management appreciation of the complexity and mag-

Doctor of Education Course Descriptions / 77

nitude of education as an important resource in the public sector. A thorough examination
includes an understanding of how the American economy provides funding for public educa¬
tion, how funds are administered, and trends toward the efficient utilization of resources.

EDLS 704 RESEARCH MODULE! 2 semester hours

Schools function as professional learning communities, thus entering into decision-making
processes that are inquiry and collaboratively based. This module develops the skills for indi¬
vidual and organizational inquiry.

EDLS 706 REFORM

AND CHANGE MODULE 6 semester hours

This module examines the historical background of school reform and the impact upon
change in the educational environment. In addition, emphasis will be placed on effectiveness,
reform models, and the leadership implications of managing change efforts.

EDLS 708 ORGANIZATIONAL

BEHAVIOR MODULE 6 semester hours

This module surveys historical and contemporary works in ethics and legal issues as they relate
to the educational setting. The course explores managerial and governance roles of the school
leader who creates a positive environment for an educational organization.

EDLS 710 INSTRUCTIONAL

MODULE 1 2 semester hours

The purpose of this module is to develop creative leadership and skills for supervising educa¬
tional programs and personnel. This course analyzes the nature, focus, and attributes of lead¬
ership. Furthermore, it explores theory and practices of leadership and various leadership
inventories. The course focuses on the techniques, skills, and practices of the professional
supervisor.

EDLS 712 DISSERTATION

MODULE 6 semester hours

This module allows the student to examine, through quantitative and qualitative methods, a
topic of interest with the approval and guidance of a dissertation committee.

EDLS 701, 703, 705, 707,

709, 711 MODULE SEMINARS J semester hour each

Each module incorporates a one (1) hour seminar designed for students as a means of enhanc¬
ing the module experience and expanding the level of engagement.

EDLS 713 DISSERTATION

MODULE SEMINAR 3 semester hours

The dissertation module incorporates three (3) hours of seminar credit aimed at providing
quality time for collaborative activities that assist in the development and completion of the
final product.

Catalog of Graduate Programs / 78

Graduate School of Business / 79

The Graduate School
of Business

Advanced Study of Business in a Christian Environment

Introduction

The Graduate School of Business currently offers master degree programs in
Master of Business Administration (MBA), Master of Accountancy (MAcc),
International Master of Business Administration (IMBA), MBA/MAcc and
IMBA/MAcc. Two other degree programs are jointly offered with the M.
Christopher White School of Divinity (MDiv/MBA) and the School of Nursing
(MSN/MBA). The Graduate School of Business requires a minimum of 36 semester
hours of graduate credits for an MBA or IMBA degree and 30 semester hours for a
MAcc degree. The programs are specifically structured to accommodate the needs of
working professionals - people who are seeking new ways to remain competitive in
the changing environment of business and accounting. Each class meets only one
evening a week for an entire semester and two evenings a week during the summer
sessions.

Locations

The MBA Program is offered on the main campus in Boiling Springs, North
Carolina. The MBA Program is also offered in Statesville, Winston-Salem, Valdese,
Charlotte, and Spartanburg, South Carolina. The MAcc program is currently
offered on the main campus, Charlotte, and Statesville center.

The Faculty

Members of the Graduate Business Faculty hold doctorate degrees from major uni¬
versities throughout the country and world. They have varied business experiences
and bring to the classroom a mixture of practical and theoretical experience and
training. The faculty is committed to providing a program of study which clearly
gives its participants an advantage when competing with others in today’s business
climate.

Classes are generally small at Gardner- Webb University and faculty members are
accessible. Professors’ priorities are given to teaching and serving the program’s par¬
ticipants. Professors also engage in consulting and research activities; these pursuits
are then used in the classroom to make lectures up-to-date and meaningful. This
environment of personal attention and dedication to teaching distinguishes the
programs from other universities.

Gardner-Webb University and Free Enterprise

The University has been supported greatly over the years by Baptist churches the
Baptist State Convention of North Carolina, and men and women who gave their
tjme and resources to provide students with an excellent Christian learning envi¬
ronment. Some of these supporters were successful business people who shared in
Gardner-Webb University’s commitment to the teaching of love and appreciation
for the American free enterprise system. Many other small and large business entre¬
preneurs have made financial contributions that have enriched the University’s
campus community and enhanced its course offerings.

The graduate and undergraduate business programs provide opportunities for stu¬
dents to understand and experience the free market system. Student business orga-

Catalog of Graduate Programs / 80

nizations, on-campus seminars, and executive lectures help prepare students for suc¬
cessful business careers. The University’s Broyhill Academy is dedicated to spread¬
ing an appreciation of free enterprise and teaching entrepreneurship.

WorldTrade Resource Center

(The Free Enterprise Center)

The Gardner- Webb University World Trade Resource Center was established on
October 2, 1991 as a resource base for businesses already competing or about to enter
the global market. It is a non-profit organization which encourages the development
of new businesses and foreign trade between and among all nations. Also, it serves
as a practical resource base for students majoring in international business. The cen¬
ter’s trade networks and other resources help simplify the theories of this discipline
by disseminating global information about economic activity in the foreign arenas.
The center is located in the School of Business.

Study Abroad Program

International Master of Business Administration (IMBA) majors are required to
participate in a foreign study program offered through the Graduate School of
Business. Other majors in the Graduate School of Business are encouraged to par¬
ticipate. Several programs are offered every year to the major continents of the
world, including Europe, Asia, Africa and South America. This program provides to
the individual practical international educational experience of culture, customs,
language, and the impact of international business. It is a unique educational oppor¬
tunity enrichment for the participants.

Graduate School of Business (GSB)/

Executive As sociation

The GSB/Executive Association is an organization of current Graduare School of
Business students, Alumni and business executives united to provide network ser¬
vices to its members, and further develop and enhance the partnership between the
University and the business community.

The association is a self-supporting, not for profit organization, committed to
meeting the needs of its members, the University and industry. The association
objectives are:

■ To provide social and professional activities for its members.

■ Provide networking capabilities for its members, including employment oppor¬
tunities.

■ Invite nationally and world renowned speakers to the campus.

■ Promote a positive image of Gardner-Webb worldwide and increase public
awareness.

■ Maintain a strategic planning process that is conducive to addressing the cur¬
rent and future needs of the program; to meeting changing academic and business
requirements.

■ Develop stronger relationships with the business community.

■ Provide availability of resources for consulting or problem resolution.

Student Life

Students enrolled in a graduate program at Gardner-Webb University are typical¬
ly working professionals. Therefore, programs are carefully designed to accommo¬
date their needs, especially as they relate to work schedules. Graduate students have

Introduction to the Graduate School of Business / 81

representation on the Graduate Council and are entitled to attend campus events,
receive campus publications, and request services which are offered to students at
Gardner-Webb. Services offered include guidance and counseling, placement ser¬
vices, and the delivery of textbooks from the Campus Shop to off-campus centers.
Graduate students are invited to participate in campus life to the maximum extent
of their desire and interest.

The Admissions Process

Admission to the University’s Graduate School of Business program is selective.
An admission decision is based on a balanced appraisal of the applicant’s total aca¬
demic and professional record, his/her Graduate Management Admissions Test
score, and overall excellence. While the Admissions Committee looks for responsi¬
ble academic performance and excellence on test scores as evidence of the appli¬
cant’s ability to do well in graduate study, it also looks for qualities of personal devel¬
opment which are relevant to career success. Extra-curricular involvement and lead¬
ership in college, useful assignments in military service or substantial work experi¬
ence will strengthen the application.

Application Procedures

Persons wishing to apply for admission to the Graduate School of Business
Programs should request application materials from the Graduate School of Business
Office of Admissions. No single criterion will be decisive, but each item will be con¬
sidered in relation to the applicant’s total qualifications. Gardner-Webb University
seeks to enroll students from a variety of economic, occupational, racial, social, reli¬
gious, and geographic backgrounds.

To apply for initial admission to the Graduate programs, the applicant should:

1. Submit an application and a detailed resume of professional experience to the
Graduate Business Director of Admissions along with a $25 non-refundable pro¬
cessing fee.

2. Arrange for an official transcript of all previous academic work beyond high
school to be sent directly from each institution attended. The Privacy Act requires
that each student request in writing transcripts be released to the Graduate Business
Director of Admissions.

3. Arrange for submission of scores on the Graduate Management Admissions
Test (GMAT).

4. Have three evaluators mail recommendations directly to the Graduate Business
Director of Admissions: (1) current or past professor, (2) current or past supervisor,
(3) academic or business professional, or any combination thereof.

GMAT

Students are required to take the Graduate Management Admission Test
(GMAT) prior to full admission to the program. A GMAT score can only be used
for evaluation if the test has been taken within the last five years.

• Students must request the Educational Testing Service to send GMAT scores
directly to Gardner-Webb University. The University ETS Code is 5242.

Applications for taking the GMAT may be obtained from the MBA Director of
Admissions at Gardner-Webb University. Students may register by phone to take
the test by calling 1-800-GMAT-NOW. Specific testing locations and additional
information may be found on the web site at http://www.gmat.org.

Catalog of Graduate Programs / 82

International Students

International students follow the usual procedure for admission with these excep-

1. Transcripts must first be submitted to World Education Services (P.O. Box 745,
Old Chelsea Station, New York, NY 10113-0745) for a course by course evaluation
before being mailed to the Graduate Business Director of Admissions.

2. TOEFL score of at least 500 must be submitted unless English is the native lan¬
guage.

3. A Gardner- Webb University form, Statement of Financial Responsibility, must
be completed, signed, and accompanied by a letter from the student’s or sponsor’s
bank showing amount to cover one year of graduate study.

4. Once the student’s file is completed and an admissions decision has been made,
the Graduate Business Director of Admissions will send the student an 1-20 Form,
enabling the student to apply for a visa.

Types of Enrollment Status

Enrollment for graduate study in business is granted in the following categories.

Full Admission

An applicant who meets all of the formal requirements for admission to the MBA,
MAcc or IMBA degree program is granted full admission. These requirements
include the following:

1. Graduate from a regionally accredited institution of higher education with a
bachelor’s degree.

2. Complete undergraduate course prerequisites or equivalents with a “C” or bet¬
ter.

Persons who have not completed requirement number 2 may be given applicant
admission, and after satisfactorily completing the foundation studies at Gardner-
Webb University or elsewhere will be granted full admission (see Undergraduate
Foundation Studies, page 94).

3. Present a minimum cumulative undergraduate grade point average (GPA) of
2.5 on a 4.0 scale for MBA and IMBA Programs and 2.7 on a 4.0 scale for MAcc
Program, on all undergraduate coursework completed and a satisfactory Graduate
Management Admissions Test (GMAT) score. The GMAT must be taken by the
15th hour of course study.

4. Be recommended by three evaluators.

Provisional Admission

An applicant who does not meet the formal requirements or standards for full
admission may be granted provisional admission. A student admitted with provi¬
sional status must meet any condition attached to his/her admission before being
granted full admission. Deficiencies may include lack of undergraduate foundation
studies, low test scores, or low undergraduate grade point average.

For students admitted provisionally due to undergraduate course prerequisite defi¬
ciencies, Gardner-Webb University generally offers undergraduate foundation
courses in Accounting, Microeconomics, and Statistics at various times throughout
the year. An individual having foundation deficiencies may not enroll in any of the
programs’ courses until all deficiencies have been removed.

A student with low test scores or a low undergraduate grade point average may be
asked to take two core courses over the next two semesters following application.
The student’s progress will be monitored and the student will be granted full admis-

Introduction to the Graduate School of Business / 83

sion status if the student receives an “A” or “B” in both courses. The student will be
barred from continuation in any of the programs with a grade lower than a “B” in
either of these courses. No student may be admitted to any of the programs who has
a grade point average lower than a 2.25 on all college work attempted or the last
sixty-four hours of undergraduate work attempted.

Applicant

An applicant to any of the programs may be granted permission to register for one
semester of course work prior to the completion of the admission procedure. Credit
earned will be considered graduate level work but may not be counted toward any
of the degree programs at Gardner- Webb University until the student meets admis¬
sions criteria when all credentials are assessed. All supporting documentation must
be submitted and assessed in order for the student to register for a second term of
course work.

Special Student

A student entering any of the programs to take courses for professional or career
enhancement as a non-degree seeking student is granted special admission. A max¬
imum of six semester hours of credit may be earned as a Special Student and applied
toward any of the degree programs at Gardner- Webb University.

Transient Student

Transient status is assigned to an applicant from another recognized graduate
institution who desires enrollment at Gardner- Webb University to take courses for
transfer to the institution in which he or she is enrolled as a degree candidate. A
transient student must submit an application for admission and a letter from the
director or dean of the MBA or MAcc program in which he or she is regularly
enrolled indicating good standing.

Transfer of Courses for Graduate Credit

With the approval of the major coordinator, a maximum of six semester hours
may be accepted from a regionally accredited MBA, IMBA or MAcc program
toward the fulfillment of requirements for the MBA, IMBA or MAcc degree at
Gardner- Webb University. Credit will not be given for courses taken more than six
calendar years before applying for admission to graduate study. Only courses with a
grade of “B” or “A” will be considered for transfer and must be substantially parallel
to Gardner- Webb University courses. Students currently enrolled in the any of the
programs at Gardner- Webb University must have prior written approval to take
courses from another institution for transfer credit.

Courses accepted in transfer admission are recorded as credit only: grades are
recorded on a transfer evaluation form, but no grade points or grade point averages
are computed. The grade point average used for administering policy and for gradu¬
ation is computed on academic credit earned at Gardner- Webb University. The
Registrar interprets the transfer policy and certifies students for graduation.

The primary purpose of the transfer credits policy is to grant incoming students
credit for work previously completed. Students are expected to take the appropriate
courses offered by Gardner-Webb University once they enter the program.
Permission is granted to take courses offered by other institutions when the appro¬
priate course is not offered by Gardner-Webb University or when it is more conve¬
nient for the University to approve a course for transfer than to offer the course by
special arrangement.

Strong undergraduate students at Gardner-Webb University may be permitted,

Catalog of Graduate Programs / 84

under special circumstances, to register for graduate courses with the permission of
the Dean of the Graduate School of Business. Graduate level courses may not be
counted toward both the bachelor’s and master’s degree.

Readmission of Former Students

Any student who does not register for three consecutive terms (the two summer
sessions count as one term) must apply for readmission before resuming graduate
work. The Graduate Business office keeps inactive files for a year after which stu¬
dents applying for readmission must submit all new application materials including
transcripts and letters of recommendation, GMAT score and interview. The student
will be notified by the Graduate Business office of their new status. No application
fee is charged for readmission.

TimeLimits

Students have a time limit of six (6) calendar years to complete their degree from
the beginning of the term in which they are initially accepted.

Programs

Master of Business
Administration (MBA)

Gardner- Webb University is committed to providing a program of study that
clearly gives its MBA graduates an advantage when competing among others in
today’s dynamic business environment.

The University’s 36-semester-hour course of study is structured to provide stu¬
dents with a working knowledge of business and the managerial skills needed for suc¬
cessful departmental, divisional, and organizational leadership. Students who begin
in August and successfully complete two courses each fall, spring, and summer will
graduate at the end of their second summer of study, two years after beginning the
program. Courses are offered during evening hours.

Visitors to the University are welcome at all times; administrative offices are open
Monday through Friday from 8:00 a.m. until 5 p.m. For more information, please call
the Graduate Business Director of Admissions: (704) 406-3988 or (704) 406-
4489 or (800) 457-4622.

The MBA is recognized as the professional graduate degree designed to enhance
effectiveness in upper-level managerial positions in a business setting. Many persons
having career goals in non-profit settings also pursue the MBA degree. Graduate
study in business not only helps individuals meet their goals of career development
and personal growth but also contributes to their enhanced appreciation of the pri¬
vate enterprise market system.

Purpose

Effective managerial behavior depends on the knowledge and skills used in deci¬
sion-making. A successful administrator not only must know about his/her own pro¬
fessional area, but he/she also must have considerable understanding of the profes¬
sional areas of others. Students in the MBA program are expected to develop a
working knowledge of accounting, finance, human relations and behavior, econom-

Graduate School of Business Academic Program / 85

ics, marketing, production, business law and international business.

The applied nature of the MBA program provides training in management
through the use of practical techniques that can readily be utilized by the students
in their existing positions. Students learn to be innovative in their approaches to
solving problems and making decisions. The program offers a unique opportunity to
study with others who have similar interests and learn from others who have had
varying work experiences.

The Master of Business Administration Program was developed to meet the fol¬
lowing objectives:

■ Prepare individuals for careers in business administration with advanced train¬
ing in specific areas built on a broad understanding of business and its environment,
both domestic and global.

■ Provide individuals with the opportunity of gaining professional knowledge to
attain their personal and career goals.

■ Integrate business experience with current theories of management and explore
new business concepts in various fields of the real world.

■ Provide practical techniques to analyze alternative solutions to business prob¬
lems involving economic, social, legal, political, and ethical factors.

■ Develop practical skills for meeting the challenges of changing technology and
managerial innovations.

The Curriculum

Today, managers need skills in analysis, problem solving, interaction, and com¬
munication. Approaches to problem solving are stressed throughout the program
through the use of practical applications of academic 'concepts and theories.
Students learn to be innovative in their approaches to problem solving through
assignments requiring teamwork, communication skills and computer applications.

The Program is structured, having 36 semester credit hours of graduate level stud¬
ies with 30 hours in the core and six hours of electives. Each course is three credit

Core Curriculum

These fundamental courses are designed to prepare students to be effective man¬
agers and are required of all MBA students:

■ Managerial Accounting

■ Managerial Economics

■ Managerial Finance

■ Marketing Management

■ Organizational Behavior

■ Quantitative Methods

■ Production/Operations Management

■ Business Law and Ethics

■ International Business

■ Strategic Management

General Electives

m Investment and Portfolio Management

■ Entrepreneurial Management

■ Corporate and Intercultural Communication

■ Organization Power and Politics

■ Labor Relations and Workforce Governance

■ Labor in the Economy and Society

■ Human Judgement and Decision Making

■ Organizational Staffing

Catalog of Graduate Programs / 86

International Business Emphasis Electives

■ Seminar in International Accounting

■ International Finance

■ International Marketing

■ International Trade Law

■ Seminar in International Trade

■ Current Topics in International Business

Human Resource Management Emphasis Electives

m Human Resource Management

■ Leadership: Theory and Practice

■ Organizational Staffing

■ Motivation and Reward Systems

■ Employment Law

Health Care Management Emphasis Elective s

■ Health Care Administration

■ Health Care Organization

■ Health Care Economics

■ Health Care Law and Ethics

■ Health Care Marketing

Management Information Systems
(MIS) Emphasis Electives

■ Management Information Systems

■ E-Commerce and Network Resource Planning

■ Technical Trends in Management Information Systems

■ Advanceed Accounting Information Systems

■ E-commerce and Internet Laws

Banking and Finance Emphasis Electives

■ Investment Portfolio Management

■ International Finance

■ Financial Institution Management

■ Cases in Financial/Mangerial Accounting

Degree Requirements :

■ Overall minimum grade point average of 3.0 in graduate studies.

■ Satisfactory completion of the 30 core graduate hours (10 courses) and the 6
elective graduate hours (2 courses) within six calendar years for the MBA degree
and 12 core graduate hours (4 courses) and the 18 elective graduate hours (6 cours¬
es) within six calendar years for the MAcc degree.

■ Application for graduation by the dates published by the Registrar.

■ Participation in Commencement exercises.

It is the student’s responsibility to be familiar with the preceding requirements tor
graduation.

Graduate School of Business Academic Program / 87

Program of Study
Master of Business Administration (MBA)

Foundation Courses

BADM501 Foundation of Business I 0 sem. hrs.

BADM502 Foundation of Business II 0 sem. hrs.

Core Curriculum

The Core Curriculum, required of all MBA students, consists of the following ten
MBA courses:

ACCT600

BADM610

BADM620

BADM625

BADM630

BADM631

BADM635

BADM640

INTL650

BADM690

Managerial Accounting 3

Managerial Economics 3

Managerial Finance 3

Marketing Management 3

Organizational Behavior 3

Quantitative Methods 3

Production and Operations Management 3

Business Law and Ethics 3

International Business 3

Strategic Management (Capstone Course) 3

. hrs.
. hrs.
. hrs.
. hrs.

Electives

Two electives comprise the remainder of a student’s program of study. A student
may take the six hours of electives in International Business or Health Care
Management or Human Resource Management for an emphasis in the respective
areas. These courses vary, including courses such as the following:

BADM605

BADM606

BADM607

BADM608

BADM609

BADM611

BADM612

BADM613

BADM614

BADM615

BADM621

BADM622

BADM626

BADM632

BADM633

BADM634

INTL636

BADM637

BADM638

Health Care Administration 3

Health Care Organization 3

Organization Power and Politics 3

Leadership: Theory and Practice 3

Organizational Staffing 3

Health Care Economics 3

Motivation and Reward Systems 3

Labor Relations and Workforce

Governance 3

Labor in the Economy and Society 3

Human Judgement and Decision Making 3

Investment and Portfolio Management 3

Financial Institution 3

Health Care Marketing 3

Human Resource Management 3

Entrepreneurial Management 3

Management Information Systems 3

Corporate and Intercultural

Communications 3 :

Technical Trends in

Management Information Systems 3 :

E-Commerce and Network

Resource Planning 3 i

. hrs.
. hrs.
. hrs.

. hrs.
. hrs.

Catalog of Graduate Programs / 88

BADM639

BADM641

BADM642

INTL643

INTL651

INTL652

INTL653

E-Commerce and Internet Law
Health Care Law and Ethics
Employment Law
International Trade Law
International Finance
International Marketing
Seminar in International Trade

3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem, hrs.

Program Guidelines

All undergraduate course information deficiencies must be made up prior to
enrolling in MBA courses,

■ BADM600, BADM610, BADM625 should be scheduled early in the program.

■ Electives should be scheduled in the latter stages of the program.

■ Strategic Management, BADM690, should culminate the program. A mini¬
mum of 24 hours of MBA core courses that include BADM 600, BADM 610,
BADM 620, and BADM 630 are required prior to enrollment. A student receiving
a final grade of less than “B” must repeat the course.

Master of Accountancy (MAcc)

The Master of Accountancy (MAcc) Program offered by the Graduate School of
Business at Gardner- Webb University is structured to prepare students for the sig¬
nificant changes that are impacting the accounting profession. The MAcc is recog¬
nized as the professional graduate degree designed to enhance effectiveness in upper-
level accounting and financial positions in public accounting, private industry or
government.

The flexibility of the MAcc degree provides for the creation of several career-spe¬
cific degree tracks. Among the degree tracks available are general accounting and
taxation. While some tracks are accomplished primarily through selected account¬
ing course work, other tracks require selection of complimentary graduate business
(non-accounting) courses. Courses are offered only in the evenings, to accommo¬
date working professionals.

Purpose

Today’s global business environment is dynamic. There are significant challenges
facing accountants. Today’s accountant is expected to know more and do more than
ever before. It is not enough to know accounting rules and regulations. To be suc¬
cessful in providing value to employers and clients alike, today’s accountant must
demonstrate a combination of technical competence, oral and written communica¬
tion skills, analytical problem-solving skills, technology skills and people skills. The
intensive, applied nature of this MACC Program provides training in an account¬
ing through the use of practical techniques that can readily be utilized by the stu¬
dents in their existing positions. The program will also provide students with an edu¬
cational experience to meet the North Carolina State Board of Public
Accountancy’s new ISO-hour requirement to obtain the Uniform Certified Public
Accounting Examination.

Graduate School of Business Academic Program / 89

The program is designed to meet the following objectives:

• Prepare individuals for careers in accounting with advanced training in specif¬
ic areas built on a broad understanding of accounting and the business environment.

• Provide individuals with the opportunity of gaining advanced knowledge in
accounting to enhance success in completing certifying examinations needed for
designations, such as Certified Public Accountant, Certified Management
Accountant or Certified Internal Auditor.

• Integrate business experience with current accounting theory to enhance indi¬
vidual performance beyond the entry/certification stage in their professional careers.

• Provide techniques to analyze alternative solutions to accounting and business
problems involving economic, social, legal, political and ethical factors.

• Develop techniques to meet the challenges of changing technology and today’s
global accounting dynamics.

MAcc Degree Requirements

The program requires a minimum of thirty semester credit hours of graduate stud¬
ies: Twelve hours in the required core, six accounting elective hours and twelve
graduate business elective hours. A student may take the six accounting elective
hours by selecting from among courses in the general accounting track or by select¬
ing from among courses in the tax accounting track. Each course is three semester
credit hours. Combining the six hours in the tax accounting track with the three
hours of the Tax Research/Planning course in the core provides students with a tax
accounting emphasis. In addition, students with no Baccalaureate degree in
accounting must satisfy the requirements for either ACCT 601 or ACCT 602
before enrolling in other graduate accounting courses.

MAcc Courses and Course Numbers

ACCT 503 Foundation of Accounting I

ACCT 504 Foundation of Accounting II

ACCT 600 Managerial Accounting

ACCT 601 Individual Income Tax

ACCT 602 Corporate Income Tax

ACCT 603 Partnership and S Corporation Taxation

ACCT 604 Estate, Gifts, and Trust Planning

ACCT 605 Accounting Legal Issues and Ethics

ACCT 606 Tax Research/Planning

ACCT 607 State and Local Taxation

ACCT 610 Advanced Accounting Information Systems

ACCT 611 Advanced Auditing

ACCT 612 Accounting Theory and Practice

ACCt 619 Cases in Taxation

0 sem. hrs.
0 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.

3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.

Foundation Courses (0 hours)

ACCT 503 Foundation of Accounting I 0 sem. hrs.

ACCT 504 Foundation of Accounting II 0 sem. hrs.

Catalog of Graduate Programs / 90

Required Core Courses (12 hours)

ACCT 610 Advanced Accounting Information Systems

ACCT 611 Advanced Auditing

ACCT 612 Accounting Theory and Practice

ACCT 606 Tax Research/Planning

3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.

Tax Accounting Track (6 hours)

ACCT 601 Federal Income Tax

ACCT 602 Advanced Federal Income Tax

ACCT 603 Partnership and S Corporation Taxation

ACCT 604 Estate, Gifts, and Trust Planning

ACCT 605 Accounting Legal Issues and Ethics

ACCT 607 State and Local Taxation

ACCT 619 Cases in Taxation

ACCT 621 Government and Not-For-Profit Accounting
ACCT 622 Seminar in International Accounting

ACCT 625 Topics in Accounting

3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.
3 sem. hrs.

General Accounting Track (6 hours)

ACCT 600 Managerial Accounting 3 sem. hrs.

ACCT 605 Accounting Legal Issues and Ethics 3 sem. hrs.

ACCT 620 Cases in Financial/Managerial Accounting 3 sem. hrs.

ACCT 621 Government and Not-For-Profit Accounting 3 sem. hrs.

ACCT 622 Seminar in International Accounting 3 sem. hrs.

ACCT 625 Topics in Accounting 3 sem. hrs.

Business Electives (12 hours)

The elective courses are chosen from the large number of Master of Business
Administration (MBA) and Intenational Master of BusinessAdministration
(IMBA) courses. These courses allow the student to address functional weaknesses
or pursue additional specialization. For example, a student could take a group of
courses related to health care management or banking and finance or international
business. Students with no Baccalaureate degree in accounting are encouraged to
take more accounting electives in place of the business electives.

International Master of Business
Administration ( IMBA)

The International Master of Business Administration (IMBA) Program offered by
the Graduate School of Business at Gardner- Webb University is structured to pro¬
vide a strong academic foundation in international business through a comparative
approach to global business. The IMBA is recognized as the professional graduate
degree designed to enhance effectiveness and provide comprehensive knowledge j
and skills involved in managing international profit and nonprofit organizations.

The thirty-six credit hour curriculum includes eighteen hours of graduate inter¬
national business courses, twelve hours of required general Master of Business
Administration (MBA) core courses and six hours of electives from the Graduate
School of Business offerings. The two-year outline of courses has a logical sequence

Graduate School of Business Academic Program / 91

progressing from required courses of international business, international marketing,
international finance, international trade law, corporate and inter-cultural commu¬
nication, seminar in international trade to courses in the major emphasis area.

Purpose

The global competitive market is continuously changing as we move toward the
next century. The magnitude and speed of the changes and their strategic implica¬
tions for firms, irrespective of location or product/service is unprecedented. The
aggregate impact of these changes and the competitive responses of individual firms
on individual country and regional economies is equally powerful. To be an effective
global manager, one must be equipped with the necessary tools for the challenges
ahead. The IMBA program at the Graduate School of Business offers a cutting-edge
graduate international business education that prepares students for these chal¬
lenges. The intensive, applied nature of this IMBA program provides training in
international business through the use of practical techniques, foreign country expe¬
rience and other important tools that can readily be utilized by the students in their
existing positions.

The program is designed to meet the following objectives:

• Prepare individuals for careers in international business with advanced training
in specific areas built on a broad understanding of international business environ-

• Prepare individuals with the opportunity of gaining cultural understanding with
direct experience in a specific country or region of the world

• Provide practical techniques to analyze alternative solutions to business prob¬
lems involving economic, social, legal, political, and ethical factors affecting inter¬
national business

• Integrate business experience with current theories of management and explore
new business concepts in various fields of the real world

• Prepare individuals with the opportunity of gaining excellence in service/cus¬
tomer contact, replacing a traditional internal, organizational perspective.

• Provide individuals with an overall global orientation through the development
of practical skills for meeting the challenges of changing global technology and
managerial innovations.

IMBA Degree Requirements

The program requires a minimum of thirty-six semester credit hours of graduate
studies: Eighteen hours of graduate international business courses, twelve hours of
required MBA core courses and six hours of electives from the Graduate School of
Business offerings. Each course is three semester credit hours. Students with an
MBA degree seeking IMBA degree must take all courses listed with INTL, BADM
638 and any other elective from the MAcc or MBA programs. A minumum of thir¬
ty graduate semester hours must be earned in this program for those students with
an MBA degree only.

Catalog of Graduate Programs / 92

IMBA Courses and Course Numbers

International Business Courses (18 hours)

INTL 622 Seminar In International Accounting

INTL 643 International Trade Law

INTL 650 International Business

INTL 651 International Finance

INTL 652 International Marketing

INTL 636 Corporate and Intercultural Communications

INTL 653 Seminar In International Trade (Capstone Course)

INTL 695 Current Topics in International Business

BADM 638 E-Commerce and Network Resource Planning

BADM 639 E-Commerce and Internet Law

MBA and MAcc Required Courses (12 hours)

ACCT 600
BADM 610
BADM 625
BADM 620

Managerial Accounting
Managerial Economics
Marketing Management
Managerial Finance

Other Business Electives (6 hours)

The elective courses are chosen from the large number of Master of Business
Administration (MBA) and Master of Accountancy (MAcc) courses. These cours¬
es allow the student to address functional weaknesses or pursue additional special¬
ization. For example, a student could take a group of courses related to management
information systems or banking and finance or human resource management. Other
areas of emphasis include accounting and healthcare management.

MBA/MAcc Deqree Proqram

(Master of Business Administration and Master of Accountancy)

The total requirement for the MBA/MAcc program is 60 hours described as
follows:

30 hours Courses specific to the MBA degree

06 hours Courses shared by MBA/ MAcc

24 hours Courses specific to the MAcc degree

60 hours Total hours required for MBA/MAcc degree.

• Required core courses 14 courses (42 hours)

BADM 610, BADM 620, BADM 625, BADM 630, BADM 631, BADM 635,
BADM 640, BADM 690, INTL 650, ACCT 600, ACCT 606, ACCT610,

ACCT 611, ACCT 612

• Required elective courses 6 courses (18 hours) - From MBA and
MAcc courses

• Total hours required for MBA/MAcc (60 hours)

Graduate School of Business Academic Program / 93

Program Guidelines:

All students that have no prior business or accounting degrees will be required
to take Foundation of Business I and II or Foundation of Accounting I and II or all
four foundation classes to help them prepare for an advanced training in business
and accounting. Students with either the MBA or MAcc degree will be required to
take at least 30 hours of graduate work in this program.

See catalog for course descriptions and other program guidelines and require¬
ments.

IMBA/MAcc Degree Program

(International Master of Business Administration and Master of Accountancy)

The total requirement for the I-MBA/MAcc program is 60 hours described as fol¬
lows:

30 hours Courses specific to the IMBA degree

06 hours Courses shared by IMBA/ MAcc

24 hours Courses specific to the MAcc degree

60 hours Total hours required for IMBA/MAcc degree.

• Required core courses 10 courses (30 hours - 18 hours from IMBA and 12
hours from MAcc)

INTL 622, INTL 636, INTL 643, INTL 650, INTL 651, INTL 652, INTL 653
INTL 695, ACCT 600, ACCT 606, ACCT610, ACCT 611, ACCT 612

• Required elective courses 10 courses (30 hours) - From MBA and MAcc
courses

• Total hours required for I-MBA/MAcc (60 hours)

Program Guidelines:

All students that have no prior business or accounting degrees will be required
to take Foundation of Business I and II or Foundation of Accounting I and II or all
four foundation classes to help them prepare for an advanced training in business
and accounting areas. Students with either the IMBA or MAcc degree will be
required to take at least 30 hours of graduate work in this program

See catalog for course descriptions and other program guidelines and require¬
ments.

Undergraduate B usiness
Deficiencies For All Majors

Students who have not previously studied business are strongly encouraged to
apply. Most likely, however, they will have some undergraduate deficiencies. The
following undergraduate studies or equivalents, completed with a “C” or better are
required for full admittance into the MBA and MAcc programs.

Catalog of Graduate Programs / 94

■ Accounting 2 semesters

■ Economics (Micro and Macro) 2 semesters

■ Statistics 1 semester

■ Microcomputers 1 semester (or proficiency)

In addition, the Macc Program requires:

■ Intermediate Accounting 2 semesters

■ Auditing 1 semester

■ Advanced Accounting 1 semester

■ Cost Accounting 1 semester

■ Individual Income Tax 1 semester

Persons who have not completed these requirements may be given applicant sta¬
tus and after satisfactorily completing business foundation deficiencies at Gardner-
Webb University or elsewhere may be granted full admission.

Business and Accounting Foundation Courses

What are Business and Accounting Foundation Courses ?

Business and Accounting Foundation Courses are designed to meet the needs of
Master of Business Administration (MBA) and Master of Accounting (MAcc) stu¬
dents who are deficient in one or more of the business or accounting courses
required for admission into the programs. They are integrative and taught as accel¬
erated courses. These courses are usually offered on Saturdays and have also been
offered on weekdays based on demand. When offered on Saturdays, classes meet
from 8 a.m. to 5 p.m. for five Saturdays. Upon completion of any of these courses, a
grade of “P” for PASS or “F” for FAIL is assigned to the student depending on his or
her performance in the course. A student who receives a grade of “P” earns a-three-
hour credit.

Why a Foundation Course?

It provides a student the opportunity to enroll immediately into the program and
helps the student to move from a provisional status to full admission status upon suc¬
cessful completion of the course(s). It also provides that student the avenue of sam¬
pling quality instruction before actually enrolling for the full course of study.

Who Needs a Foundation Course?

Any student who is deficient in the follow courses:

Principles of Accounting 1 and 2
Financial Analysis
Principles of Economics 1 and 2
Statistical Analysis
Management Information System

The courses - Principles of Accounting 1 and 2, and Financial Analysis are com¬
bined as Foundation I. The last three courses - Principles of Economics 1 and 2,
Statistics and Management Information System represent Foundation II for MBA
Program only. The MAcc Program requires in addition, Intermediate Accounting I
and II, represent Accounting Foundations I and the other areas of Accounting rep¬
resent Accounting Foundations II.

How Do I Register for these Courses?

Call your adviser or the Graduate Business office at (704) 406-4622.

Graduate School of Business Course Descriptions / 95

Courses of Instruction

Master of Business Administration (MBA)

BADM 501 FOUNDATION OF BUSINESS I 0 semester hours

An introduction to accounting concepts and techniques, and fundamental concepts of
finance, this integrated course covers various topics of each discipline to provide foundation
for the students without prior education in business administration.

BADM 502 FOUNDATION OF BUSINESS II 0 semester hours

An introduction to economics principles, concepts of statistics and management information
system. Essential topics in each field are covered to provide basic understanding for the stu¬
dents without academic background in business administration. Students will be exposed to
computer applications for business.

BADM 610 MANAGERIAL ECONOMICS 3 semester hours

The application and use of economic models in analyzing and solving selected problems of the
firm such as product pricing, product mix, demand forecasting and market analysis.

BADM 620 MANAGERIAL FINANCE 3 semester hours

A study of financial management concepts and techniques and their application to financial
decision-making through case analysis. Topics include asset valuation, capital budgeting, div¬
idend policy, capital structure analysis, and financing decisions.

BADM 625 MARKETING MANAGEMENT 3 semester hours

An analysis of the marketing management decision process, with particular emphasis on mar¬
ket opportunity analysis, strategy development, planning, and the integration of marketing
with overall corporate strategy.

BADM 630 ORGANIZATIONAL BEHAVIOR 3 semester hours

An intensive investigation of human behavior on the individual, group and organizational
levels. Perspectives from psychology, sociology, and business administration are all considered.
Topics include personality and perception, decision-making, motivation, leadership, group
dynamics, power and politics, and organizational design and development.

BADM 63 1 QUANTITATIVE METHODS 3 semester hours

An intensive survey and application of mathematical techniques in solving business problems.
Topics include decision theory, inventory control methods, linear programming, queuing the¬
ory, network models, simulation, and optimization. Computer applications will be used in
many topics.

BADM 635 PRODUCTION AND

OPERATIONS MANAGEMENT 3 semester hours

An analysis of management functions related to production; planning, design, construction
control, and operational control. Special topics will include forecasting, project management
via CPM/PERT, plant location and layout, production scheduling, quality control, and inven¬
tory management. Prerequisite: BADM 631 or permission of instructor.

BADM 640 BUSINESS LAW AND ETHICS 3 semester hours

The application of law to managerial decisions. Topics include business torts and crimes, cor-

Catalog of Graduate Programs / 96

porate social responsibilities to the consuming public, employees and competitors, real and
personal property transactions, product liability, antitrust law, and the governmental regula¬
tions of business.

BADM 690 STRATEGIC MANAGEMENT 3 semester hours

An integrative course designed to enable the student to employ knowledge of the various
functional areas of business administration as policy decisions are considered from the view¬
point of executive management. Case methods of instruction lend realism to exercises in deci¬
sion-making. A student receiving a final grade of less than B must repeat the course.
Prerequisites: Minimum of 24 hours of required MBA core courses that include BADM 600,
610, 620 and 630 or permission of MBA Director.

Elective Courses

BADM 605 HEALTH CARE ADMINISTRATION 3 semester hours

An introduction to the principles of administration within health care organizations and the
basic concepts of organizational theories relevant to effective administration of health care
institutions.

BADM 606 HEALTH CARE ORGANIZATION 3 semester hours

An overview of the organizations, structure, and financing of the health care delivery system
in the United States. Issues in health care resourcing, institutions, and system organization
will be examined.

BADM 607 ORGANIZATION POWER AND POLITICS 3 semester hours

The course examines sources and uses of power in relationships that occur between individu¬
als. In small groups; and in large complex organizations. Skills and knowledge relating to the
acquisition and constructive use of power to manage effectively are emphasized.
Organizational change is viewed as a manifestation of the exercise of povver. Methods of
change behavior in organizations are explored in lectures, discussions, and case studies.

BADM 608 LEADERSHIP: THEORY AND PRACTICE 3 semester hours

Critical examination of various leadership theories (trait, situational, organizational, power,
vision) and research evidence based on those theories. Students also develop an assessment of
their own leadership skills and develop those skills in class exercises.

BADM 609 ORGANIZATIONAL STAFFING 3 semester hours

Examination of alternative organization staffing strategies-recruitment and hiring, training
and development, promotion and transfer — potential advantages of each in a variety of set¬
tings. Analysis of specific techniques for effective application of different strategies for human
resource staffing — selection, performance appraisal, human resource planning, training, and
career counseling.

BADM 6 1 1 HEALTH CARE ECONOMICS 3 semester hours

An introduction to economic concepts as they apply to the unique specifics of the health care
industry. The course will focus on the interrelationships of social policy, political processes,
health insurance fundamentals, and health care delivery system with emphasis on economic
principles and perspectives.

Graduate School of Business Course Descriptions / 97

B ADM 6 1 2 MOTIVATION AND REWARD SYSTEMS 3 semester hours

Analysis of approaches to the motivation of individual and work team performances through
systems of reward. Examination of approaches to setting wage structures, design of incentives,
and the administration of reward system. Economics and psychological theories are applied in
these analysis.

BADM 613 LABOR RELATIONS AND WORK

FORCE GOVERNANCE 3 semester hours

Examinations of issues in governance of the work force — employment contracts, work rules,
wage systems, grievance settlement — and alternative systems of governance, such as collec¬
tive bargaining, works councils, worker participation and collegial systems. Analysis of likely
consequences for work force cooperation and productivity.

BADM 614 LABOR IN THE ECONOMY

AND SOCIETY 3 semester hours

Examines the evolution and current status of labor and human resources in American indus¬
try. The changing structure of the labor force and its deployment among occupations and
industries are examined, as Well as the evolution of the American labor movement and col¬
lective bargaining. Public policy concerning employment and collective bargaining is consid¬
ered. Current topics such as employment discrimination, the future of the labor movement,
alternatives to collective bargaining, and the impact of automation upon the labor force are
also considered.

BADM 615 HUMAN JUDGMENT AND

DECISION MAKING 3 semester hours

Social, psychological, economic, and political aspects of individual and group decision mak¬
ing. Decision making under uncertainty; emphasis on descriptive rather than normative the¬
ories. Prospect theory, decision regret, decision heuristics, causal attribution, perception,
multi-criteria decision making. Lectures and seminar.

BADM 621 INVESTMENT AND

PORTFOLIO MANAGEMENT 3 semester hours

An examination of the investment in both the personal and corporate setting. Emphasis is
placed on the analysis of risk and return trade-offs of various investment alternatives, portfo¬
lio selection and management, and tax considerations.

BADM 622 FINANCIAL INSTITUTION

MANAGEMENT 3 semester hours

This course is designed to introduce graduate students to the dynamics of managing financial
institutions within a competitive and quickly changing marketplace. Topics will include: reg¬
ulation, asset-liability management, off-balance sheet management, liquidity, risk manage¬
ment, product pricing, and the lending process. Lectures and assigned problems will be sup¬
plemented by the standard Bank Game, and interactive computer-simulation program which
allows students to learn experientially by managing a virtual bank.

BADM 626 HEALTH CARE MARKETING 3 semester hours

An introduction to the foundations, principles, and basic applications of health care market¬
ing. Topics will include the development of marketing strategies and programs as well as gen¬
eral health care planning. Marketing research, product development, and physician market¬
ing will be covered.

Catalog of Graduate Programs / 98

BADM 632 HUMAN RESOURCE MANAGEMENT 3 semester hours

An examination of the theories involved in selecting, placing, evaluation, and compensating
the employees of an organization. Topics include human resource planning, employment law,
job analysis and design, recruiting, compensation and benefits, and employee health and safe¬
ty-

BADM 633 ENTREPRENEURIAL MANAGEMENT 3 semester hours

An examination of how entrepreneurial managers discover and take advantage of innovative
opportunities. Topics emphasized are the entrepreneurial process, starting new ventures, and
developing entrepreneurship in large corporations.

BADM 634 MANAGEMENT INFORMATION SYSTEMS 3 semester hours

Examination of the strategic applications of computer-based systems for management of the
organization. Topics include general concepts of information system, a review of decision
analysis, and discussion of representations and the modeling process.

BADM 636 MANAGERIAL COMMUNICATIONS 3 semester hours

The nature and problems of individual, interpersonal, and organizational communication in
business. Various techniques such as concise writing, presentations, graphics and public speak¬
ing will be developed and practiced for effective organizational and individual performance.

BADM 637 TECHNICAL TRENDS IN

MANAGEMENT INFORMATION SYSTEMS 3 semester hours

Examines recent trends and innovations in management information systems. Topics include:
networking, world-wide web, object-oriented analysis, visual programming. The emphasis is
on understanding these technical topics and their managerial and organizational implications.

BADM 638 E-COMMERCE AND NETWORK

RESOURCE PLANNING 3 semester hours

The technical and managerial aspects of industrial and enterprise networks will be examined.
Topics such as supply chain management, enterprise integration, and reduced cycle time will
be examined.

BADM 639 E-COMMERCE AND INTERNET LAW 3 semester hours

This course will focus on the legal and ethical environment related to doing business over the
internet. Recent developments, court decisions, federal amd state statues, administrative rul¬
ings, and the legal literature regarding internet law will be covered.

BADM 641 HEALTH CARE LAW AND ETHICS 3 semester hours

An examination of the major legal issues encountered in the health care field by administra¬
tors and practitioners. Topics to be covered include: principles of liability, medical ethics, and
legislative and regulatory factors in health care delivery.

BADM 642 EMPLOYMENT LAW 3 semester hours

An in-depth study of the legislative, executive, and judicial law that govern the employment
practices of today. Major laws included in this course are the FLSA, CRA-Title VII, ADA,
FMLA, NLRA, OSHA. Issues of discrimination, harassment, health and safety, labor rela¬
tions, and due process will be addressed.

Graduate School of Business Course Descriptions / 99

MAcc Program Course Descriptions

ACCT 503 FOUNDATION OF ACCOUNTING I 3 undergraduate semester hours
An analysis of intermediate accountings I & II. This integrated course covers major and rele¬
vant topics from each course to provide a foundation for students without prior education in
accounting. Prerequisite BADM 501

ACCT 504 FOUNDATION OF ACCOUNTING II 3 undergraduate semester hours
An examination of cost, auditing, partnership, consolidation, and tax accounting as they
relate to individually and the firm. Essential topics in each area are covered to provide a basic
understanding for students without academic backgrounds in accounting. Students will be
exposed to computer applications for business and accounting. Prerequisite BADM 503

ACCT 600 MANAGERIAL ACCOUNTING 3 semester hours

A study of the techniques used to present management with information for decision making
and financial reporting. Topics include methods of cost estimation, cost-volume-profit analy¬
sis, planning and control, and capital expenditure decisions. Prerequisite BADM 501 & 502

ACCT 601 INDIVIDUAL INCOME TAX 3 semester hours

Integration of theory and application to personal income tax planning, research and prepara¬
tion. Prerequisite ACCT 503 & 504

ACCT 602 CORPORATE INCOME TAX 3 semester hours

An examination of advanced taxation topics other than individual taxation issues. Topics
include an investigation of United States regulations for corporate, partnership, estate, trust,
and gift taxation. Pre- or co-requisite ACCT 601

ACCT 603 PARTNERSHIP &

S CORPORATION TAXATION 3 semester hours

An examination of tax implications of forming and operating conduit type businesses, with
emphasis on planning for tax minimization. Topics such as concept of income (legislative and
judicial) and impact on investment decisions, choice of business entity and capital structure
(corporations vs. conduits; debt vs. Equity), and compensation and retirement program plan¬
ning (ESOPs.IRAs, Pensions, 401Ks, Stock options) will be examined.

ACCT 604 ESTATE, GIFTS, & TRUST PLANNING 3 semester hours

A study of the gift tax and income taxation of estates and trusts, including federal transfer tax
laws with emphasis on family tax planning.

ACCT 605 ACCOUNTING LEGAL ISSUES & ETHICS 3 semester hours
Subject matter prepares the student for areas of law addressed on the CPA exam including
contracts, uniform commercial code, secured transactions, fraud, commercial paper, and
accountant’s legal liability. Explores the relationship between taxation and law.

ACCT 606 TAX RESEARCH/PLANNING 3 semester hours

Research oriented course designed to emphasize the need for tax planning. Topics to be cov¬
ered include, tax research methods, writing skills needed for tax research, elements of modem
tax practices, commercial tax services (especially CCH’s Online Tax Research System.)
Students will be assigned a number of cases for research.

ACCT 607 STATE AND LOCAL TAXATION 3 semester hours

Examines the structure and function of state and local taxation as opposed to federal taxation.

Catalog of Graduate Programs / 100

The impact of specific North Carolina tax law on personal and business policy is analyzed.
Content is particularly useful for those who may enter public practice.

ACCT 610 ADVANCED ACCOUNTING

INFORMATION SYSTEMS 3 semester hours

The integration of advanced applications in Accounting Information Systems including the
understanding of appropriate computer technology in accounting, systems design and evalua¬
tion, systems controls, and systems implementation.

ACCT 611 ADVANCED AUDITING 3 semester hours

An in-depth examination of the standards and principles of internal and external auditing,
regulatory agency promulgations, and application of the standards and principles to prepara¬
tion of auditing. ASB pronouncements and application of GAAS to an audit (public, inter¬
nal and governmental) engagement will also be examined.

ACCT 6 1 2 ACCOUNTING THEORY & PRACTICE 3 semester hours

The study of advanced accounting topics and theory, financial accounting standards and prin¬
ciples, regulatory agency promulgations, preparation of financial accounting reports and appli¬
cation to special accounting topics and problems.

ACCT 619 CASES IN TAXATION 3 semester hours

Cases precipitate a consideration of the effects of federal taxation on business policy and deci¬
sion making. Draws from other business disciplines as fact patterns are analyzed and recom¬
mendations are made based on tax legislation and legal interpretation by the courts.

ACCT 620 CASES IN FINANCIAL/

MANAGERIAL ACCOUNTING 3 semester hours

Integration of the conceptual and computational aspects of income determination, financial
statement analysis and preparation. Readings, problem solving and cases will be the core of
this course.

ACCT 621 GOVERNMENT &

NOT-FOR-PROFIT ACCOUNTING 3 semester hours

Budgeting, fund accounting, internal auditing concepts, financial reporting and techniques for
planning and control with special emphasis to government and not-for-profit sectors of the
economy.

ACCT 625 TOPICS IN ACCOUNTING 3 semester hours

Intended to provide a forum for the consideration of contemporary issues facing the business
and accounting community. Allows students to concentrate on issues such as leadership in the
accounting profession, white collar crime, the taxation of estates, or the tax effects of
taxation on business organization.

IMBA Program Course Descriptions

INTL 622 SEMINAR IN

INTERNATIONAL ACCOUNTING *3 semester hours

An examination of various international accounting topics, including foreign currency trans¬
lation, analysis of foreign financial statements, financial reporting and disclosure, transfer pric¬
ing and international taxation, harmonization of accounting standards, and comparative
accounting systems.

Graduate School of Business Course Descriptions / 101

INTL 636 CORPORATE AND

INTERCULTURAL COMMUNICATIONS 3 semester hours

Corporate and Intercultural Communications addresses crisis communications, public rela¬
tions, media relations, intercultural communications, and current topics. Other topics include
business writing and presentations.

INTL 643 INTERNATIONAL TRADE LAW 3 semester hours

Exploration of the legal and ethical framework within which organizations operate to transact
business across national borders. Topics include an introduction to legal and quasi-legal orga¬
nizations (NAFTA, GATT, ECU, WTO, World Bank and others); Federal (U.S.) laws regu¬
lating the conduct of U.S. citizens abroad; and ethical issues raised by the conduct of business
in a foreign cultural context.

INTL 650 INTERNATIONAL BUSINESS 3 semester hours

An overview of the major forms of international business with special attention to exports and
imports, overseas investments, production and basic marketing operations, licensing, financ¬
ing and other international business services.

INTL 65 1 INTERNATIONAL FINANCE 3 semester hours

An in-depth study of the financial management of a firm including the acquisition, control,
taxation and investment of funds under international influences, such as fluctuating exchange
rates and institutional differences.

INTL 652 INTERNATIONAL MARKETING 3 semester hours

An advanced study of marketing in the global marketplace, including methods of opportuni¬
ty assessment, strategies required when marketing in various cultural, economic, legal and
political environments and approaches to managing global marketing operations.
Prerequisites: BADM 625, BADM 650 or permission of instructor.

INTL 653 SEMINAR IN

INTERNATIONAL TRADE (CAPSTONE COURSE) 3 semester hours

This is the capstone course required for all students obtaining the IMBA degree. Presentations
and discussions will concern current problems affecting the international trade and the devel¬
opment of professionalism in the discipline. One or more sections of this course may include
an international travel component. While on the trip, the class will visit foreign firms, meet
with a variety of business and academic leaders and study issues particular to that region of the
world. Prerequisites: Students enrolling for INTL 653 must have already completed at least
INTL 650 or with the permission of the Coordinator of the program. A student receiving a
final grade of less than “B” must repeat the course.

INTL 695 CURRENT TOPICS

IN INTERNATIONAL BUSINESS 3 semester hours

A specialized study of various international developments. Topics will vary from semester to
semester.

Catalog of Graduate Programs / 102

Introduction to the School of Divinity / 103

The M. Christopher White
School of Divinity

Stretching the Mind, Stirring the Heart, Serving the Church

Introduction to the
School of Divinity

On October 22, 1992, the Board of Trustees unanimously approved the establish¬
ment of the Gardner- Webb University Divinity School, believing that such an
action was an appropriate response for Gardner- Webb University given the needs of
the denomination, the changes in theological education, the heritage of the
University, and the strength of the University’s support. On October 23, 1998, the
University’s Board of Trustees named the School the M. Christopher White School
of Divinity in honor of the University’s president.

The School of Divinity, one of four schools offering graduate degrees within the
academic program of Gardner- Webb University, has close ties to the Baptist State
Convention of North Carolina and the Cooperative Baptist Fellowship.

School of Divinity Purpose

The School of Divinity as an academic unit of Gardner- Webb University is
Baptist in origin and commitment, ecumenical in outlook, and has as its purpose the
preparation of persons for Christian ministries. To achieve this end, the School of
Divinity offers courses of study in which, under the leadership of dedicated and com¬
petent teachers, students engage in the study of and reflection upon the data, mean¬
ing, and implications of the Christian faith, beginning at its biblical base; enter into
thoughtful and critical assessments of church history and theology; become involved
in the process of spiritual formation personally, socially, and vocationally; and par¬
ticipate in the study and practice of various expressions of Christian mission and
ministry.

Doctrinal Statement

The M. Christopher White School of Divinity at Gardner- Webb University is
founded upon the affirmation of ultimate commitment and loyalty to the God dis¬
closed most fully and completely in the person and work of Jesus Christ. The School
of Divinity stands in the mainstream of the Baptist tradition within Christian her¬
itage. The hallmark of Baptist faith commitment is the centrality and authority of
the Bible in matters of faith.

The faculty of the M. Christopher White School of Divinity affirms the central-
ity of the Bible to the mission of the School by the symbolic placement of a com¬
memorative copy of the sacred Scriptures in the School with the names of all facul¬
ty inscribed therein. In so doing, the faculty bears witness to their commitment that
the Scriptures constitute the final authority in matters of faith.

Catalog of Graduate Programs / 104

Global Missions Resource Center

The Global Missions Resource Center stands ready to assist students and local
churches in the areas of mission education and mission opportunities. The Resource
Center works in conjunction with the M. Christopher White School of Divinity to
encourage a sense of Global Awareness as students begin to serve as Christ’s ambas¬
sadors locally and abroad.

Center for Congregational Enrichment

In 1999 the University launched the Center for Congregational Enrichment as an
auxiliary of the School of Divinity. The Center’s purpose is to address the need for
competent leadership in the local church by providing quality religious educational
opportunities for laity and continuing education for clergy who are not enrolled as
degree-seeking students in the School of Divinity. The Center offers classes, semi¬
nars, and conferences on the Gardner- Webb University campus and at various off-
campus sites. For more information contact Danny West of the School of Divinity.

The C.O. and Eliza Greene Lectureship

The C.O. and Eliza Greene Endowed Lectureship was established in 1993 in
honor of the Reverend and Mrs. C.O. Greene of Lawndale, North Carolina. The
Reverend Greene served for approximately fourteen years as Director of Missions for
the Kings Mountain Baptist Association. Prior to that ministry, he served as pastor
of four churches in Cleveland County and of two other churches in North Carolina.
The lectureship, administered by the School’s Center for Congregational
Enichment and funded by family members, friends, and members of churches where
the Reverend Greene served as pastor, was established to preserve the legacy of
excellence in pastoral ministry which characterized his ministry. The lectureship
addresses various dimensions of pastoral ministry.

Chapel and Formations

Chapel is provided by faculty, students, and staff working together to plan tegular
worship experiences. Formations is a small group mentor experience led by each stu¬
dent’s faculty mentor in conjunction with spiritual formation (DSSF) classes. As the
name Formations suggests, relevant issues of ministerial formation are addressed.

Bibleland Study

Believing that travel and study in the lands of Israel, Greece and Turkey greatly
enhances the study and future ministry of School of Divinity students, the
University provides substantial financial support for qualified students to partici¬
pate. For details contact the Dean of the School of Divinity.

Foreign Missions Opportunity

A goal of the School of Divinity is to assist each student with an opportunity to
participate in an international mission/study experience under the leadership of
qualified supervisors. In order to facilitate these experiences the School of Divinity
is establishing formal relationships with Baptist seminaries around the world. An
example is the Theological Seminary (Union of Evangelical Christian and Baptist,
Churches of Estonia), Tartu, Estonia.

Master of Divinity Program / 105

The School of Divinity Setting

Students in the School of Divinity will find that the University setting affords
them many advantages such as NCAA Division I athletic events, concerts and dra¬
matic productions. In addition, the University sponsors the Concert of Prayer and
the Staley Lecture Series.

Recreational facilities including the Suttle Wellness Center, weight room, indoor
and outdoor jogging tracks, basketball courts, tennis courts, racquetball courts, and
swimming pool are open to all School of Divinity students. Admission to University
athletic and cultural events is provided through student identification cards.

Student Association

All students who are enrolled in graduate studies in the School of Divinity at
Gardner- Webb University are members of the Student Association. The mission of
the Student Association is to work in cooperation with the faculty and administra¬
tion of the School of Divinity of Gardner- Webb University to develop and promote
excellence in ministry education, innovation, and pace setting leadership in the
Christian community in which all these students serve.

Decree Proqrams and Academic
Information

Master of Divinity,

Program Description

The Master of Divinity, a three-year course of study, is recognized by The
Association of Theological Schools in the United States and Canada (ATS) as the
basic professional degree. The theological education associated with this degree has
service to the church as its central focus. Predicated on the assumption that minis¬
ters in the church should share a common theological substructure irrespective of
their particular calling, the School of Divinity offers the Master of Divinity degree
(M.Div.) in five concentrations, each sharing a common 60-hour core comprised of
biblical studies, historical/theological studies, spiritual formation, and ministry stud¬
ies. Beyond the core, students may choose, by means of a 30-hour concentration, to
earn the M.Div. degree with a concentration in Pastoral Studies, Christian
Education, Pastoral Care and Counseling, or Missiology.

Emphasizing theological reflection and ministerial formation, this course of study
is designed to provide men and women with a comprehensive, in-depth knowledge
of the body of divinity and to help ministers develop the skills necessary for effec¬
tive ministry. “Real world” ministry situations, surfaced by the students themselves,
"serve as catalysts for theological reflection in interdisciplinary courses, team-taught
seminars, and spiritual formation experiences.

Moreover, not only does the curriculum seek to bridge the gap between “theory”
and “practice” in ministry, but also to help the student to synthesize and integrate
the theological content of the various disciplines of the body of divinity.

The School of Divinity's “Be, Know and Do Statement,” encapsulated in the M.
Div. “Program Objectives” (see page 93), is the guiding document around which the
curriculum is built.

Catalog of Graduate Programs / 106

Core Curriculum

The M.Div. core curriculum is designed to be integrative, inductive, and interac¬
tive. Seeking to move beyond the artificial dichotomy between “theory” and “prac¬
tice” that has often characterized theological education, the curriculum requires stu¬
dents to reflect theologically on the practice of ministry while they are actually
engaged in ministry. The common core of divinity means that every student, irre¬
spective of his/her ultimate vocational ministry, will share the same biblical/theo¬
logical substructure for ministry, thus making “shared ministry” and “pastoral
teamship” less an ideal and more a reality. Moreover, such an approach fosters a gen¬
uine appreciation for ministerial diversity and the rich variety of the ministries of
the church.

A guiding principle behind the core curriculum is that effective ministry is not
simply a function of what the minister knows, or even what the minister does, but
must also include what the minister is, both personally and vocationally.

Assessment of who students “are,” what students “know,” and what students can
“do” is informed by pre- and post-tests, specific assignments and assessment inter¬
view/conferences associated with the following core courses:

• Introduction to Theological Education for Ministry (to be taken during first

year of study)

• Spiritual Formation: The Christian Journey

• Old Testament

• New Testament

• Christian History

• Christian Theology

• Administration and Leadership in the Church

• Ethics

• Introduction to Preaching

• Introduction to Worship in the Church

• Missions and Evangelization

• Introduction to Pastoral Care and Counseling

• Theological Integration Seminar

Concentrations

The M.Div. with a concentration in Pastoral Studies is the foundational degree
both for those aiming toward the pastorate and the Ph.D. (the degree typically
required for service in academia). The M.Div. with a concentration in any of the
courses of study may also be followed with a Doctor of Ministry degree (D.Min.), an
advanced professional degree designed for the person in local church or denomina¬
tional ministry.

Beyond the 60-hour core, students may choose one of five concentrations each
requiring a further 30 hours: Pastoral Studies, Christian Education, Pastoral Care and
Counseling, or Missiology; or in place of a concentration the student may pursue
one of two dual degree programs - the M.Div./M.B.A. program and the M.Div./M.A.
in English.

Ministerial Formation

Recognizing the importance of ministerial formation, each student’s progress is
tracked throughout his or her divinity school experience. Evidence of movement
toward maturity in spiritual and ministerial formation is gathered into a student
portfolio. Such vehicles as the Profiles of Ministery Instrument Stage I, Annual
Spring Mentor Conference, Formations small group experiences, Assessment

Master of Divinity Program / 107

Interviews and a Senior Mentor Conference each emphasize that genuine spiritual
formation involves healthy relationships toward self, others, the material world, and
God.

Chapel and Formations are required of all students in four core spiritual formation
classes: Introduction to Theological Education for Ministry (DSSF 100), Spiritual
Formation: The Christian Journey (DSSF200), Theological Integration Seminar I
(DSSF300) and Theological Integration Seminar II (DSSF301). Faculty, students,
and staff work together, plan, lead and participate in Chapel worship experiences
concurrently with their respective spiritual formation classes.

A small group Formations experience is led by each student’s faculty mentor (and
by the instructor of the DSSF100 night class) in conjunction with all spiritual for¬
mation classes. As the name Formations suggests, relative issues of ministerial for¬
mation are addressed. The five topics addressed in Formations include:

• What it means to bear the name Christian

• What is the primary focus of worship

• What is personal and ministerial integrity

• What are the sustaining spiritual disciplines

• What are appropiate outlets for managing ministerial stress

In consultation with the faculty mentor the student selects for inclusion in the
Student Portfolio three to five examples of his/her best work done at various junc¬
tures during the course of study. Anecdotal items such as journal entries or faculty
comments may also be included in the portfolio. A Ministry Formation Notation,
should one be given, may likewise be placed in the Student Portfolio any time a mat¬
ter of ministerial formation should be noted by a faculty member. These items
become discussion points at Spring Mentor Conferences, the Assessment Interview
and the Senior Mentor Conference. The portfolio becomes the property of the
School of Divinity for a period not to exceed ten years, with a copy provided to the
student at the student’s request.

Supervised Ministry Experience

Students will also participate in an approved Supervised Ministry Experience
(SME). During two consecutive semesters of his/her M.Div. degree program, each
student will serve in a ministry position, either volunteer or paid, which will involve
the student in significant leadership opportunities requiring responsibility in plan¬
ning, administering, leading, and evaluating.

These two semesters of SME will be taken in conjunction with the two-semester
course Theological Integration Seminar I & II (TIS I & II) in which each student
will serve a minimum of 10 hours weekly in the ministry placement. Proposed SME
placement must be approved by the Associate Dean of the School of Divinity who
administers the program and oversees student progress in a ministry setting.

Proqram Objectives

The program objectives for the Master of Divinity degree are to help students
know at a rudimentary level the basic body of divinity including:

• a knowledge of the facts, histories, principles, philosophies, and current discus¬
sions in each of the following disciplines: biblical studies, biblical languages,
Christian and Baptist history, hermeneutics, homiletics, ethics, philosophy of reli¬
gion, missiology, evangelism, worship, pastoral ministry, pedagogy, church adminis-

Catalog of Graduate Programs / 108

tration, church policy and denominational organization, psychology,
counseling, anthropology, and sociology;

• a grasp of the various aspects of ministry and how these relate to the needs of
church and society;

• an understanding of personal gifts, talents, and abilities, and how these relate
to ministry;

• a commitment to personal growth and development;

• the development of a lifestyle of healthy ministry and continuing educational
preparation for effective Christian ministry;

• an understanding and development of expertise in leadership skills, organiza¬
tional principles, and conflict management;

• an evaluation and improvement of interpersonal skills; and

• the ability to write and speak with clarity and persuasiveness.

Admissions

Requirements for Full Admission

1. A baccalaureate degree from a regionally accredited college or university.
Applicants are expected to have had broad baccalaureate preparation including
studies in world history, philosophy, languages and literature, the natural sciences,
the social sciences, the fine arts, and religion. In cases where the applicant’s under¬
graduate preparation is deemed deficient, additional baccalaureate work may be
required for frill admission.

2. A grade point average (GPA) of 2.5 on a 4.0 scale in baccalaureate work. (See
note to Provisional Admission pg. 95)

3. A stated and demonstrated commitment to ministry.

Criteria for Admission

Applicants for admission are evaluated on:

a. academic attainment

b. writing skills

c. promise for ministry

d. vocational clarity and commitment.

Procedure forAdmission

1. Request application materials from the School of Divinity.

2. Submit a completed Application for Admission with a $25 non-refundable
application fee to the Director of Admissions, School of Divinity, Campus Box
7327, Gardner- Webb University, Boiling Springs, NC 28017.

3. Request that official transcripts of all previous baccalaureate and any graduate-
level work be sent directly to the School of Divinity.

4. Submit three recommendations from persons who know the applicant well.
These recommendations should be submitted on the reference forms provided by the
School of Divinity. One recommendation must be completed by a professor in the
student’s major area. The remaining two recommendations should reflect either per¬
sonal or professional relationships.

5. Submit a completed Church Approval Form. The form must come from the
church where the applicant is a member in good standing.

6. Submit a completed Immunization History Form.

Master of Divinity Program/ 109

7. Students for whom English is a second language must take the TOEFL exami¬
nation. The minimum acceptable score is 550 on the paper-based test.

Applicants will be considered for admission when the above mentioned condi¬
tions have been met. All applicants are strongly urged to come for a visit and inter¬
view prior to final admission. Arrangements can be made through the office of the
Director of Admissions for the School of Divinity.

Acceptance of Admission

Upon notification of admission to the School of Divinity, applicants must con¬
firm their intention to attend by means of a $150 non-refundable deposit. Upon
enrollment, the deposit will be credited to the applicant's account as partial pay-

Types of Admission

Full Admission

To be considered for Full Admission, an applicant must complete the require¬
ments as outlined under “Procedure for Admission” found on page 94. Final deci¬
sions regarding admission will be made by the Admissions Committee. The appli¬
cant's file should be completed a minimum of 30 days prior to registration.

Provisional Admission

In some cases as determined on an individual basis, Provisional Admission may
be granted:

• when the baccalaureate degree has not yet been granted but the applicant is
within six hours of completion;

• when the student does not come from a regionally accredited college or uni¬
versity;

• in cases of academic deficiency (less than 2.5 GPA on Bachelor’s work) when
the applicant gives other indications of ability (see note);

• when the process for Full Admission has not been completed prior to the
beginning of the term, but information sufficient to support the applicant's request
for admission has been received; or

• when an application is deemed marginal based on the criteria for admission list¬
ed on page 94.

At the end of the first semester of enrollment, the Admissions Committee will
review the status of all individuals admitted provisionally and will (1) grant full
admission to the degree program, (2) maintain the student in provisional status for
one additional semester, or (3) terminate student status.

Note: Applicants whose undergraduate cumulative GPA is less than 2.5, may be
asked to take either the Graduate Record Examination or the Miller Analogies Test
to determine their readiness for graduate study. Students may be required to do
remedial work in areas where they are deemed deficient.

Special/Transient/Other

Individuals who wish to take courses for credit but who do not choose to pursue
a degree may apply for Special Status.

Applicants for Special Status

Special status may be granted for only one semester. Individuals accepted as

Catalog of Graduate Programs / 110

Special Students must pay full tuition. Both grades and credit will be recorded on
the student's transcript. Students seeking “Special Status” must:

1. complete an application form and submit it with the application fee;

2. submit an official transcript of the last degree earned.

3. submit an Immunization History form if taking 4 or more hours.

Applicants for Transient Status

Students enrolled in other recognized graduate institutions who wish to take-
courses for transfer of credit to their home institutions may apply for Transient
Status. Applicants for Transient Status must:

1. submit an application for admission;

2. pay the application fee; and

3. submit a letter from the dean or director of the program in which the
applicant is regularly enrolled indicating good standing.

Applicants for Other Status

Students enrolled in Gardner-Webb University's undergraduate program or
another graduate program may apply for Other Status. Students applying for Other
Status must:

1. secure written approval from the student's academic advisor;

2. secure written approval from the Dean or the Associate Dean of the School of
Divinity; and

3. return written approvals to the student's academic advisor and complete the
registration process specific to the program in which the student is enrolled.

Applicants to Audit

Individuals who wish to audit classes in the School of Divinity must:

1. contact the Director of Admissions;

2. complete the Application for Admission to Audit;

3. pay a fee of $100 per course;

4. meet requirements for auditors established by the professor of the
course.

Permission to audit classes is subject to space availability.

Readmission of Former Students

Students who are not in attendance for one or more semesters or who withdraw
during a semester for any reason must submit an application for readmission. No
application fee is required. An exception will be made for students enrolled in dual
degree programs (M.Div/MBA, M.Div/MA) in which they are working on the non-
MDiv. portion of the degree.

Those seeking readmission after having not attended for as long as one calendar
year will be required to follow degree requirements currently in effect.

The Admissions Committee is responsible for reviewing, evaluating, and acting
on all applications for admission to degree programs offered by the School of
Divinity. The committee is comprised of the Director of Admissions, one of tl}e
School of Divinity deans and a faculty member.

International Students

International students holding baccalaureate degrees from regionally accredited
colleges or universities within the United States will follow the procedure for admis¬
sion found on page 94.

Master of Divinity Program/ 111

International students holding degrees from institutions outside the United States
will follow the usual procedure for admission with these additions:

1 . Applicants must submit their transcripts to the World Evaluation Service (P.O.
Box 745, Old Chelsea Station, New York, NY 10113-0745) for evaluation before
they mail them to the School of Divinity.

2. The U.S. Department of Justice form, “Affidavit of Support,” must be com¬
pleted, signed, and accompanied by a letter from the student’s or sponsor’s bank indi¬
cating sufficient funds to support one year of graduate study. A copy of this form is
available from the School of Divinity.

3. Once the applicant’s file is completed and an admission decision has been
made, an 1-20 Form will be sent, enabling the student to apply for a visa.

Academic Policies

Residency Requirements

A minimum of thirty-six (36) hours of credit toward the M.Div. degree must be
earned in the School of Divinity at Gardner- Webb University. These hours are
exclusive of any hours gained through testing for Credit by Examination. The final
twenty-four (24) hours must be earned consecutively at Gardner- Webb University
unless the student obtains permission from the Dean of the School of Divinity.

Transfer of Credit

Graduate-level credits earned in institutions accredited by the Association of
Theological Schools in the United States and Canada, regional accreditation asso¬
ciations and/or recognized specialized agencies may be considered for transfer credit
toward degree programs of students enrolled in the M.Div. program of the School of
Divinity at Gardner- Webb University. A request for a transcript evaluation must be
submitted to the office of the Dean of the School of Divinity for adjudication. Each
course considered for transfer is required to have a grade of at least C (2.0 on a 4.0
scale) and must be substantially parallel to a School of Divinity requirement. All
other requests for transfer of credit must be approved by the faculty of the School of
Divinity. Graduate-level credits earned at institutions outside the United States and
Canada will be evaluated on an individual basis. The evaluation will take into
account the institution where the work was taken, the level of the work, and the
grades earned.

Repeating Courses

Only courses with a grade of “D,” “F,” or “WF” may be repeated and then only
once. When a course is repeated at the School of Divinity, only the higher grade is
counted in computing the student's overall grade point average, although the lower
grade remains on the official transcript.

Credit by Examination

Applicants holding a baccalaureate degree or the equivalent from a regionally
accredited college or university may be granted up to fifteen hours of Credit by
Examination toward their Master of Divinity degree. Requirements for Credit by
Examination are:

1. Credit by Examination will be determined by a standardized examination in
each course requested. The Associate Dean's office administers all exams.
(Examinations are currently available in the following areas: Greek and Hebrew,

Catalog of Graduate Programs / 112

Christian History, Old Testament, New Testament.)

2. The applicant must (a) have completed an undergraduate course in the disci¬
pline attaining a minimum 3.0 on a 4-0 scale, (b) make a written request to the
Associate Dean for an examination and (c) score a minimum of 75% on the objec¬
tive part of the exam and complete satisfactorily a written essay component.

3. The request and examination must precede the applicant's enrollment in sub¬
ject areas where consideration for Credit by Examination is requested.

4. In no case will Credit by Examination be awarded during the student's final
semester.

5. After successful completion of the examination(s), a fee of $150 per course,
accompanied by a memo from the School of Divinity Dean's office to the Registrar,
must be paid to the Business Office before course credit will be given.

Course by Arrangement/Independent Study

Courses within both the core curriculum and selected concentrations are sched¬
uled on a rotating basis and in such a manner that students may graduate within
three years (six fall and spring semesters consecutively) of study. All courses offered
by the School of Divinity are found within the current catalog.

A Course by Arrangement is a course found in the current catalog but which is
not being offered in the published schedule during the semester in question. A
course of Independent Study is a course not found in the current catalog but which
a student seeks permission to take.

Course by Arrangement

Courses by Arrangement are not encouraged and may occur only due to excep¬
tional circumstances when the following criteria are met:

1. The course being requested must be in the current catalog but not found in the
currently published schedule.

2. The request must be made in writing to the Dean.

3. If the request is approved, the Dean will enlist a faculty member for the course

Independent Study

Independent Studies are not encouraged and may occur only due to exceptional
circumstances when the following criteria are met:

1. The course being requested is not found in the current catalog.

2. The request must be made in writing to the Dean.

3. If the request is approved, the Dean will enlist a faculty member for the course.

Academic Appeals

The Appeals Committee consists of the Dean of the School of Divinity, who
serves as chair, and two School of Divinity faculty members.

To initiate an appeal, the dissatisfied party should address a letter to the Dean of
the School of Divinity, stating the reason for the appeal and explaining the circum¬
stances. The Dean will convene the Appeals Committee. If the student or the pro¬
fessor is asked to appear before the committee, he or she at that time may bring a

Master of Divinity Program / 113

representative from within the University to act as counsel. The deadline for an aca¬
demic dishonesty appeal is seven days after the date of the decision being appealed.
The deadline for other types of academic appeals (except for grade appeals) is eigh¬
teen months after the date of the decision being appealed. Grade appeals must be
completed prior to the last day of the following semester. Grade appeals relating to
courses taken during the summer must be made prior to the last day of the following
fall semester.

Academic Honesty and Personal Integrity

It is presupposed that all persons enrolling in the School of Divinity, at whatever
level of admission, will exemplify a high level of Christian commitment as well as a
high degree of academic and personal integrity. It is expected that this commitment
will be reflected in personal relationships, academic performance, and conduct
inside and outside of the classroom. A student's continuing enrollment may become
the subject of a formal review if any of the above expectations are not being fulfilled.
A member of the administrative staff, faculty member, or student may request a for¬
mal review and action by the Associate Dean of the School of Divinity. Upon the
conclusion of the formal review, the Associate Dean may take action which may
include but is not limited to probation, suspension, counseling, etc. If any party to
the review, student, faculty, or administrator, is not satisfied with the decision of the
Associate Dean, he or she may request a hearing by the Appeals Committee, whose
decision is final.

Graduation Requirements

Students must meet the above requirements and have maintained a grade point
average 2.00 or better on a 4.00 scale.

TimeLimits

The minimum time for completion of the M.Div. degree is three years. The max¬
imum time allowed for completion is six years from the date of first enrollment.
Beyond the six-year time limit, students may petition the faculty for an extension of

Style Guide for Writing Assignments

The SBL Handbook of Style for Ancient Near Eastern, Biblical, and Early
Christian Studies, ed. by Patrick H. Alexander, et. al., is the official style guide of
the School of Divinity. Any questions not sufficiently answered by the above should
be referred to The Chicago Manual of Style or the latest edition of A Manual for
Writers of Term Papers, Theses and Dissertations by Kate L. Turabian.

Grading Scale

. A= 100-94
B=93-85
C=84-70
D-69-60
F=59 and below

Catalog of Graduate Programs / 114

Master of Divinity
Concentrations

Pastoral Studies

The Pastoral Studies concentration, designed primarily, though not exclusively,
with a view toward pastoral ministries (pastor, associate pastor, etc.) extends the
basic M.Div. core curriculum by adding courses in advanced biblical languages,
advanced biblical electives, advanced historical/theological electives, and courses
focusing on the more practical aspects of ministry in a local church setting.

Biblical Electives 6 hrs.

Biblical Languages

(Advanced Greek and Hebrew) 6 hrs.

Historical/Theological Electives 6 hrs.

Practical Ministry Electives 6 hrs.

The Life and Work of the Minister 3 hrs.

General Electives 3hrs.

TOTAL in the concentration 30 hrs.

M.Div. Core 60 hrs.

TOTAL for the M.Div. Degree 90 hrs.

Christian Education

The Christian Education concentration offers specialized training for those enter¬
ing the field. Through this study, one acquires an overview of age-group work, tools
in designing a church’s curriculum, and principles in organizing a church for mission
and ministry.

The Teaching Ministry of the Church 3 hrs.

The Church Organizing for

Mission and Ministry 3 hrs.

Ministry to the Young Child* 3 hrs.

Ministry with Youth* 3 hrs.

Ministry with Adults* 3 hrs.

Enabling and Supervising

Volunteers for the Church 3 hrs.

Communicating Inside and

Outside the Church 3 hrs.

Designing a Church Curriculum 3 hrs.

General Electives 9 hrs.

TOTAL in the concentration 30 hrs.

M.Div. Core 60 hrs.

TOTAL for the M.Div. in

Christian Education Degree 90 hrs.

*Two of these three courses must be taken.

Master of Divinity Program / 1 15

Pastoral Care and Counseling

The Pastoral Care and Counseling concentration offers specialized training for
persons who desire to emphasize in their ministry the pastoral role of the minister
as counselor and care-giver, whether in a parish setting or in an institutional setting.
The program gives attention both to theory and to clinical experience under super¬
vision.

Clinical Pastoral Education (one unit)* 6 hrs.

Pastoral Care and Counseling Practicum* 3 hrs.

Interpersonal Relationships* 3 hrs.

Pastoral Care of Families 3 hrs.

Crisis Intervention in Pastoral Care 3 hrs.

Grief, Loss, Death, and Dying 3 hrs.

Pastoral Theology 3 hrs.

Health and Spirituality 3 hrs.

General Electives 9 hrs.

TOTAL in the concentration 30hrs.

M.Div. Core 60 hrs.

TOTAL in the M.Div. in Pastoral Care

and Counseling Degree 90 hrs.

*In circumstances where CPE is not an option for the student, with professor’s
approval, DSPC400 Pastoral Care and Counseling Practicum (3 hrs.) and DSPC204
Interpersonal Relationships (3 hrs.) may be substituted for DSPC200.

Missiology

The Missiology concentration offers specialized training to persons who will serve
in a variety of mission related ministries. The program includes biblical, historical,
theological and practical issues that must be addressed by missionaries in the 21st
Century. The concentration will address both religious and cultural pluralism in an
effort to equip persons for a variety of cross-cultural situations.

World Religions* 3 hrs.

Contemporary Religious Movements* 3 hrs.
Introduction to Islam* 3 hrs.

Evangelism 3 hrs.

Missions Principles in Praxis 3 hrs.

Urban Missiology 2 hrs.

Gospel Across Cultures 3 hrs.

Jesus in a Global Perspective 3 hrs.

General Electives 9 hrs.

TOTAL in the concentration 30 hrs.

M.Div. Core 60 hrs.

TOTAL in the M.Div. in Missiology 90 hrs
*Two of these three courses must be taken.

Catalog of Graduate Programs / 116

Dual Degree Programs

Master of Divinity/Master of Business
Administration

The M.Div./M.B.A. program is designed to enhance the administrative skills and
expertise of ministers by permitting them to earn a second degree, the
instead of the usual M.Div. concentration. The program has three potential student
populations in view: (1) the minister who desires greater expertise in business
administration, (2) the church administrator in a large church, (3) the bi-vocation-
al minister.

Foundational courses in accounting, microeconomics, statistics, finance, and
microcomputers are pre-requisite to the program. Students lacking academic prepa¬
ration in these areas may take accelerated non-credit courses (Foundation of
Business I and Foundation of Business II) at the University to satisfy these require¬
ments (see the M.B.A. section of this catalog for course descriptions).

Managerial Accounting 3 hrs.

Managerial Economics 3 hrs.

Managerial Finance 3 hrs.

Marketing Management 3 hrs.

Organizational Behavior 3 hrs.

Quantitative Methods 3 hrs.

Production and

Operations Management 3 hrs.

Business Law & Ethics 3 hrs.

International Business 3 hrs.

Strategic Management 3 hrs.

Restricted M.B.A. Electives 6 hrs.

Biblical Studies Electives 6 hrs.

Historical/Theological Electives 3 hrs.

Practical Ministry Electives 3 hrs.

M.Div. Core 60 hrs.

TOTAL in the M.Div./M.B.A. Degree 108 hrs.

Master of Dmnity/Master of Arts in English*

The M.Div./M.A. degree is designed to enhance divinity students’ literary skills
by permitting them to earn a second degree, the M.A., instead of the usual M.Div.
concentration. This degree provides students with a broad and rich literary context
from which to do ministry and provides them with a common frame of reference
with which to connect with persons of diverse culture and background. Moreover, it
provides students with enhanced critical and analytical skills with which to reflect
on life and the world while providing them with additional literary models with
which to understand and interpret the Scriptures.

The degree has two potential student populations in view: (l)-the minister who
desires greater background in the literary arts as a context for ministry, and (2) the
minister who serves in a small church situation and who finds it necessary to sup-

Master of Divinity Program / 117

plement church-derived income through secular employment. In the latter case an
advanced degree in a non-ministerial discipline will be of significant value.

The M.Div./M.A. is housed in the School of Divinity and requires completion of
the 60 hour core, 6 hours biblical studies electives, 6 hours historical/theological
electives, 3 hours practical ministry electives of the M.Div. degree and the 30 hour
M.A. in English degree.

Literary Criticism 3 hrs.

27 additional hours from the following:

Special Topics 3 hrs.

Seminar ifn Brit. Lit. 3 hrs.

Brit. Lit. Selected Masterpieces 3 hrs.

Seminar in American Lit. 3 hrs.

American Lit. Selected Masterpieces 3 hrs.

Literature: A World Perspective 3 hrs.

Contemporary Trends in Lit. 3 hrs.

Young Adult Lit. 3 hrs.

The Teaching of Writing 3 hrs.

Thesis 6 hrs.

Biblical Studies Electives 6 hrs.

Historical/

Theological Electives 6 hrs.

Practical ministry Elective 3 hrs.

M.Div. Core 60 hrs.

TOTAL in the M.Div./M.A. in Eng. 105 hrs.

*The M.A. in English may be done in one of two configurations: either twenty-
four hours of course credit plus six hours of thesis credit, or thirty hours of course
credit with no thesis.

Catalog of Graduate Programs / 118

Deqree Requirements forthe
Master of Divinity

CORE CURRICULUM

Total Hours in Core: 60 hours

School of Divinity Degree Requirements / 119

Historical/Theological: 12 hours

Christian History I and II
Christian Theology I and II

Spiritual Formation:

12 hours

Introduction to Theological

Education for Ministry 3 hrs.

Spiritual Formation: The Christian Journey 3 hrs.
Theological Integration Sem. I and II 6 hrs.

Chapel/Formations/Mentor Conferences

Ministry: 18 hours

Administration and Leadership
in the Church
Pastoral Care & Counseling
Missions & Evangelization
in Global Perspective
Christian Ethics
Introduction to Worship
Introduction to Preaching

Total Hours in Core: 60 hours

Catalog of Graduate Programs / 120

iJIIDRnnn;

Master of Divinity Course Descriptions / 121

Course Descriptions

Biblical Studies

Biblical Backgrounds

DSTT400 STUDY TOUR OF ISRAEL

AND THE MIDDLE EAST 3 semester hours

A guided study tour of Israel and the Middle East with emphasis upon the historical, geo¬
graphical, archaeological, and biblical orientation of each site.

DSTT4 10 STUDY TOUR OF GREECE AND TURKEY 3 semester hours

A guided study tour of Greece and Turkey with an emphasis upon the historical, geographical,
archaeological, cultural, and biblical orientation of each site.

Old Testament Studies and Hebrew

DSHB100 HEBREW I 3 semester hours

An introduction to the grammar and syntax of biblical Hebrew.

DSHB101 HEBREW II 3 semester hours

An inductive examination of the grammar and syntax of biblical Hebrew. The course will
introduce more advanced principles of Hebrew grammar and syntax by means of the exegeti-
cal study of a selection of narrative Hebrew. Prerequisite: Introduction to Biblical Hebrew
(DSHB100) or its equivalent.

DSHB200 HEBREW EXEGESIS: GENESIS 3 semester hours

An exegetical study of Genesis. Prerequisite: DSHB101 (Hebrew Syntax and Exegesis) or its
equivalent.

DSHB201 HEBREW EXEGESIS: JONAH 3 semester hours

An exegetical study of Jonah. Prerequisite: DSHB101 (Hebrew Syntax and Exegesis) or its
equivalent.

DSHB202 HEBREW EXEGESIS: RUTH 3 semester hours

An exegetical study of Ruth. Prerequisite: DSHB101 (Hebrew Syntax and Exegesis) or its
equivalent.

DSHB203 HEBREW EXEGESIS: AMOS 3 semester hours

An exegetical study of Amos. Prerequisite: DSHB101 (Hebrew Syntax and Exegesis) or its
equivalent.

DSHBZ04 HEBREW EXEGESIS: 1 SAMUEL 3 semester hours

An exegetical study of 1 Samuel. Prerequisite: DSHB1Q1 (Hebrew Syntax and Exegesis) or its
equivalent,

DSHB205 HEBREW EXEGESIS: EXODUS 3 semester hours

An exegetical study of Exodus. Prerequisite: DSHB101 (Hebrew Syntax and Exegesis) or its
equivalent.

Catalog of Graduate Programs / 122

DSOTIOO INTRODUCTION TO THE

OLD TESTAMENT I 3 semester hours

An introductory survey of the Pentateuch and historical books of the Old Testament with
attention to background, history, contents, and major themes.

DSOT101 INTRODUCTION TO THE

OLD TESTAMENT II 3 semester hours

An introductory survey of the prophets and writings in the Old Testament with attention to
background, history, contents, and major themes.

DSOT200 GENESIS 3 semester hours

A study of the English text of Genesis, with attention given to its composition, historical
background, theological content, and hermeneutical application.

DSOT201 EXODUS 3 semester hours

A study of the English text of Exodus, with attention to composition, historical background,
theological content, and hermeneutical application.

DSOT202 JUDGES 3 semester hours

A study of the English text of Judges, with special attention to historical background, theo¬
logical content, and hermeneutical application.

DSOT203 THE DEUTERONOMISTIC HISTORY 3 semester hours

A study of the English texts of 1 Samuel - 2 Kings, with special attention to the role of histo¬
riography in the Old Testament canon. Historical issues will be addressed as well as the way
the “history” of Israel in these texts is given interpretive force in the life of the community.

DSOT205 ISAIAH 3 semester hours

A study of the English text of Isaiah, with attention given to its composition, historical back¬
ground, theological content, and hermeneutical application.

DSOT206 JEREMIAH 3 semester hours

A study of the English text of Jeremiah. The course will examine the thematic units of the
book as well as the theological and hermeneutical application of its message.

DSOT300 PSALMS 3 semester hours

A study of the English text of the Psalms, with attention to their place in Israel’s worship, the
specific literary genres represented in the psalter, and application of these texts to the worship
and devotional life of the believing community.

DSOT301 ESTHER AND RUTH 3 semester hours

A study of the English texts of Esther and Ruth. Special attention will be devoted to the per¬
spective these texts offer on the role of women in the Old Testament world. Theological and
hermeneutical issues will be examined.

DSOT308 AMOS AND HOSEA * 3 semester hours

A study of the English texts of Amos and Hosea, with attention to composition, historical
background, theological content, and hermeneutical application.

Master of Divinity Course Descriptions / 123

DSOT400 OLD TESTAMENT THEOLOGY 3 semester hours

The general purpose of this course is to provide a basic introduction to Old Testament
Theology. The course will explore how theological discourse occurs when guided by the Old
Testament text itself. The study will be historical and exegetical at the primary level. The
exegetical work will be done with the assumption that exegesis is not complete until it is
moved beyond the historical into relevant concerns of the church and the world. The
enhancement of the ability to interpret and use Old Testament texts in ways that are theo¬
logically meaningful for the contemporary church is a major objective.

DSOT401 SELECTED TOPICS IN OLD TESTAMENT 3 semester hours

DSOT402 HEBREW MESSIANIC THOUGHT 3 semester hours

The purpose of this course is to examine the Hebrew concept of “messiah” from several dif¬
ferent perspectives. An attempt will be made to identify the origins of messianic thought in
Israel and to trace the development of messianism into the Christian era, noting the contin¬
uing stream of messianism in both Judaism and Christianity. Attention will be given to New
Testament treatment of Old Testament texts as “messianic.” Specific Old Testament texts will
be examined to demonstrate various ways messianic thought originated and developed.

DSOT403 INTRODUCTION TO ARCHEOLOGY 3 semester hours

This course is designed to introduce the student to archeology, with primary emphasis on Near
Eastern sites. There is also a component included which introduces specific archeological
methods. Some application of excavation technique may also be introduced under field con¬
ditions.

DSOT404 OLD TESTAMENT APOCALYPTIC 3 semester hours

The course explores the development of apocalyptic writings in the context of the Old
Testament canon. Attention is given to the foundational aspects of the Old Testament mes¬
sage which give rise to apocalyptic. Major focus is given to the body of texts which are gener-

Key to Subject Designations for Courses:

DSED

Christian Education

DSET

Christian Ethics

DSGK

Greek

DSHB

Hebrew

DSHS

Christian History

DSLG

Languages

DSMN

Christian Ministry

DSMS

Missions, Evangelization and World Religions

DSNT

New Testament

' DSOT

Old Testament

DSPC

Pastoral Care and Counseling

DSSF

Spiritual Formation

DSTH

Christian Theology

DSTT

Biblical Backgrounds

Catalog of Graduate Programs / 124

ally identified with Old Testament apocalyptic literature. One aspect of the course will focus
attention upon the origins of messianic thought as a related feature to Old Testament apoca¬
lyptic literature.

DSOT405 THE WISDOM LITERATURE

OF THE OLD TESTAMENT 3 semester hours

This course is a study of the wisdom texts which are a part of the canon of the Old Testament.
The course includes an introduction to Ancient Near Eastern wisdom writings with special
attention to the texts which share features with biblical wisdom. The major focus of the course
is a theological and hermeneutical exploration of the biblical books of Proverbs, Job and
Ecclesiastes. Brief attention is also given to the apocryphal works which properly belong in
this category of the Hebrew tradition.

New Testament Studies and Greek

DSGK100 GREEK I 3 semester hours

A study of the basics of biblical Koine Greek. In addition to learning elementary grammar,
forms, and vocabulary, selected texts from the Greek ‘New Testament will be translated.

DSGK101 GREEK II 3 semester hours

A continuation and expansion of Greek I with special attention given to the translation of
passages from the Greek New Testament , Prerequisite: Greek I or equivalent course- work.

DSGK200 GREEK III 3 semester hours

An intermediate study of New Testament Greek focused upon syntactical issues, vocabulary
acquisition, and, above all, translation of passages from and identification of forms within the
Greek New Testament. Prerequisites: Greek I and II or equivalent course-work.

DSGK20 1 GREEK IV 3 semester hours

A continuation and intensification of Greek III, including readings from the Greek New
Testament, the Septuagint, and extra-biblical Koine Greek. Prerequisites: Greek I and II or
equivalent course-work.

DSGK202 GALATIANS 3 semester hours

An exegetical and theological study of the Epistle in Greek. Prerequisite: Greek I and II or
equivalent.

DSGK203 EPHESIANS 3 semester hours

An exegetical and theological study of the Epistle in Greek. Prerequisite: Greek I and II or
equivalent.

DSGK204 LUKE 3 semester hours

An exegetical and theological study of the Gospel of Luke in Greek. Prerequisite: Greek I and
II or equivalent.

DSGK205 COLOSSIANS 3 semester hours

An exegetical and theological study of the Epistle in Greek. Prerequisite: Greek I and II or
equivalent.

Master of Divinity Course Descriptions / 125

DSGK206 1 CORINTHIANS 3 semester hours

An exgegetical and theological study of the Epistle in Greek. Prerequisite: Greek I and II or
equivalent.

DSGK401 SELECTED READINGS IN GREEK 3 semester hours

The translation and interpretation of various biblical and/or extra-biblical Greek texts.
Prerequisite: Greek I and II or equivalent.

DSNT100 INTRODUCTION TO THE

NEW TESTAMENT I 3 semester hours

A study of the background, history, literary genre, and theology of the canonical Gospels
beginning with the inter-biblical period.

DSNT 1 0 1 INTRODUCTION TO THE

NEW TESTAMENT II 3 semester hours

A study of the background, history, literary genre, and theology of the Book of Acts, the
Letters of Paul, the General Letters, and Revelation.

DSNT20 1 MATTHEW 3 semester hours

An exegetical and theological study of the Gospel of Matthew.

DSNT202 MARK 3 semester hours

An exegetical and theological study of the Gospel of Mark.

DSNT206 1 CORINTHIANS 3 semester hours

An exegetical and theological study of 1 Corinthians.

DSNT209 GALATIANS

An exegetical and theological study of Galatians.

DSNT210 EPHESIANS

An exegetical and theological study of Ephesians.

DSNT220 JAMES

An exegetical and theological study of James.

DSNT306 ROMANS

An exegetical and theological study of Romans.

DSNT310 REVELATION

An exegetical and theological study of the Apocalypse.

DSNT401 SELECTED TOPICS IN NEW TESTAMENT

3 semester hours

DSNT404 THE THEOLOGY OF MARK 3 semester hours

A literary and theological study of the major themes and emphases employed by the author of
Mark. Prerequisite: Introduction to New Testament I and II.

Catalog of Graduate Programs / 126

DSNT405 THE THEOLOGY OF LUKE-ACTS 3 semester hours

A literary and theological study of the major themes and emphases employed by the author of
Luke-Acts. Prerequisite: Introduction to New Testament I and II.

DSNT406 NEW TESTAMENT SOTERIOLOGY 3 semester hours

A study of the various models employed by New Testament writers to understand and to artic¬
ulate the significance of the death of Jesus. Prerequisite: Introduction to New Testament I and
II.

DSNT407 STUDIES IN PAULINE THEOLOGY 3 semester hours

A study of the various theological motifs, themes, and emphases of the Apostle Paul as
expressed in his epistles. Prerequisite: Introduction to New Testament I and II.

DSNT408 STUDIES IN JOHANNINE THEOLOGY 3 semester hours

A study of the theological emphases of the various Johannine communities as reflected in
their writings in the New Testament. Prerequisite: Introduction to New Testament I and II.

DSNT409 THE JEWISH-CHRISTIAN WRITINGS

OF THE NEW TESTAMENT 3 semester hours

A study of the various theological emphases of those New Testament writings that reflect early
Jewish Christianity: the Gospel of Matthew, the Epistle of James and the “Epistle” to the
Hebrews. Prerequisite: Introduction to New Testament I and II.

Historical/Theological Studies

Christian Ethics

DSET100 CHRISTIAN ETHICS 3 semester hours

Biblical and historical studies of Christian ethics, with contemporary applications.

DSET101 MINISTERIAL ETHICS 3 semester hours

This course addresses the ethical and moral challenges that Christian ministers face.

DSET305 MORAL ISSUES IN THE EPISTLE OF JAMES 3 semester hours
An exegesis of the book of James with a view to finding its moral implications in a postmod¬
ern context.

DSET401 SELECTED TOPICS IN ETHICS 3 semester hours

Christian History

DSHS 1 00 INTRODUCTION TO CHRISTIAN HISTORY I 3 semester hours
The purpose of this course is to introduce the major people, events, ideas, and/or issues in
Christian history from the beginning of the New Testament church to the eve of the
Reformation.

Master of Divinity Course Descriptions / 127

DSHS101 INTRODUCTION TO CHRISTIAN HISTORY II 3 semester hours
The purpose of this course is to introduce the major people, events, ideas, and/or issues in
Christian history from the Reformation to the present. Baptist history will be highlighted.

DSHS20 1 THE ENGLISH REFORMATION 3 semester hours

The purpose of this course is to introduce the major people, events, ideas, and issues of the
English Reformation. An attempt is made to place the English Reformation in the wider con¬
text of the European Reformations and also to evaluate the impact of the English Reformation
on the New England colonies.

DSHS3 10 THE CHANGING FACE OF BAPTISTS 3 semester hours

The purpose of the course is three-fold: to survey the historical, sociological, and theological
background of the controversy within the Southern Baptist Convention since 1979 and the
bibliography that has emerged; to assess the impact of the key leaders; and to analyze the con¬
sequences of the controversy, especially the restructuring of the SBC and formation of alter¬
native groups.

DSHS401 SELECTED TOPICS IN CHURCH HISTORY 3 semester hours

Christian Theology

DSTH200 INTRODUCTION TO

CHRISTIAN THEOLOGY I 3 semester hours

In this course students will be introduced to one half of the biblical foundations for the his¬
torical and philosophical development of the systematic theology of the Christian church.
Attention will be concentrated on the classical doctrines of the Christian faith. When appro¬
priate, Baptist contributions will be highlighted.

DSTH201 INTRODUCTION TO

CHRISTIAN THEOLOGY II 3 semester hours

This course is a continuation of Introduction to Christian Theology I.

DSTH300 WOMEN IN MINISTRY 3 semester hours

A survey of the biblical, theological, and sociological concepts of women and their roles in
society and the Church. Emphasis will be given to the understanding of God’s call to ministry
and ways for developing the ministry to which one is called.

DSTH301 THE CROSS 3 semester hours

The course will be an examination of the biblical material that has been used to interpret the
cross, not only that found in the New Testament, but also the sacrificial system of the Old
Testament and the Suffering Servant passages. Particular emphasis will be given to the con¬
cept of sin-bearing, asking what sin-bearing may have meant during the time of the New
Testament and how the concept has been understood throughout Christian history.

DSTH401 SELECTED TOPICS IN
CHRISTIAN THEOLOGY

3 semester hours

Catalog of Graduate Programs / 128

Spiritual Formation

DSSF100 INTRODUCTION TO THEOLOGICAL

EDUCATION FOR MINISTRY 3 semester hours

A study of the nature of Christian ministry both in terms of biblical sources and historical/the-
ological models. An orientation to theological education will be provided including an
overview of the theological curriculum; issues in spiritual formation, including call; and an
introduction to theological reflection and research, Chapel and Formations are requirements
for this course,

DSSF200 SPIRITUAL FORMATION:

THE CHRISTIAN JOURNEY 3 semester hours

A study of Christian spirituality in its biblical, historical, contemporary, contemplative and
relational expressions accompanied by an exploration of the nature of human relationship
with God, fellow human beings and the world. Chapel and Formations are requirements for
this course.

DSSF300 THEOLOGICAL INTEGRATION SEMINAR I 3 semester hours
An integrative seminar led by a faculty teaching team. Students, while engaged in the prac¬
tice of ministry, will reflect theologically on theory and practice, the correlation of the vari¬
ous theological disciplines, the nature of ministry, and themselves as ministers. The final com¬
ponent of the course will be an assessment interview in which selected members of the facul¬
ty and representatives from the ministry setting will review with the student his/her written,
personal assessment of strengths and weaknesses in ministry. Prerequisites: An approved min¬
istry placement and successful completion of Introduction to Theological Education for
Ministry, Old Testament I and II, New Testament I and II, Christian History I and II,
Christian Theology I, Spiritual Formation: The Christian Journey. Chapel and Formations are
requirements for this course.

DSSF301 THEOLOGICAL INTEGRATION SEMINAR II 3 semester hours
A continuation of Theological Integration Seminar I. At the conclusion of this seminar the
student will complete a capstone conference which will include an evaluation of the student
portfolio and reflection upon progress relative to the strengths and weaknesses identified in
Theological Integration Seminar I. Prerequisite: Successful completion of Theological
Integration Seminar I. Chapel and Formations are requirements for this course.

Ministry Studies

Christian Education

DSED105 THE TEACHING MINISTRY OF THE CHURCH 3 semester hours
An exploration of the dynamics of teaching in communities of faith. The course will explore
various components: conceptualizing teaching; exploring the literature and research on teach-]
ing; practice teaching strategies in peer settings; and analyzing one’s own experience of teach¬
ing and being taught.

Master of Divinity Course Descriptions / 129

DSED110 THE CHURCH ORGANIZING FOR

MISSION AND MINISTRY 3 semester hours

This course will focus on an analysis of the faith community and how to plan to address the
needs discovered through the analysis. Different models of organizational life will be probed
with a criteria to evaluate the effectiveness of each. Leadership requirements and training
needs will be assessed. Space utilization and stewardship base will be examined.

DSED115 ADMINISTRATION AND

LEADERSHIP IN THE CHURCH 3 semester hours

An examination of church polity with particular attention given to the free-church tradition.
Other components of the course will include the enlistment and training of leadership, prin¬
ciples of administration, systems theory, conflict management, and public relations. The
course will also deal with church staff configurations, supervision, and performance reviews.

DSED200 MINISTRY WITH YOUTH 3 semester hours

This course explores the adolescent years, youth cultures in this country, and the church’s min¬
istry with youth. It will examine basic resources related to ministry with youth, establish dis¬
ciplined ways of thinking, develop skills needed for effective practice, and outline a personal
vision for ministry with youth,

DSED206 MINISTRY TO THE YOUNG CHILD 3 semester hours

The course will focus on the developmental stages of the preschool child and parent educa¬
tion issues related to this age child. Faith community ministries such as a preschool program
and day care will be probed. Attention will be given to accreditation issues for the “through-
the-week” school. Foundations for a nurturing faith for the young child will be addressed,

DSED207 MINISTRY TO THE OLDER CHILD 3 semester hours

This course will focus on the developmental stages of the elementary age child (grades one
through six) with special attention given to his/her cognitive and affective development in
relationship to the Christian community. Program and curricular needs will be addressed.

DSED2 10 MINISTRY WITH ADULTS 3 semester hours

This course will survey the developmental stages of adulthood and the readiness and tasks for
faith development, spiritual formation, and Christian maturation. Implications of the various
age perspectives within a congregation will be explored and avenues of implementation
through the local church will be examined.

DSED215 THE CHANGING FAMILY IN

THE CHANGING CHURCH 3 semester hours

A careful look at the changing family structures in society along with the changing church
paradigm. The course will focus on the educational ministry of the church with adults and
families and will provide guidance and resources toward the development of comprehensive
programming. Parent education and inter- generational teaching will be explored as an
option. Attention will be given to family life cycles.

DSED300 DESIGNING A CHURCH CURRICULUM 3 semester hours

The source of the church’s curriculum impacts the entire life of the church — public and pri¬
vate worship, pastoral care, service, prophetic action, Bible study, music, theologizing, teach¬
ing, history, and story-telling. Responsibility for church curriculum rests with ministers and
lay leaders. Students will explore the educational significance of the ways of pastoral life in
local church settings and be involved in designing curriculum appropriate to those settings.

Catalog of Graduate Programs / 130

This course will consider the key question, What does one need to know, experience, do, or
study in order to accomplish the church’s mission at this unique place and time.

DSED310 ENABLING AND SUPERVISING

VOLUNTEERS FOR THE CHURCH 3 semester hours

This course will help leaders, lay and clergy, deepen their understanding and skills in working
with and enabling church members to volunteer for the variety of tasks and ministries a con¬
gregation faces. Attention will be given to vocation/gifts and the biblical and theological
bases for volunteer ministry, motivation for volunteering and continuing to do so, writing
descriptions of volunteer positions, recruiting people, and identifying one’s leadership style
and ways to enable others.

DSED315 COMMUNICATING INSIDE AND

OUTSIDE THE CHURCH 3 semester hours

This course will deal with the broad area of communicating to the church and to the com¬
munity about the church. The course will deal with such practical subjects as how to design,
edit and publish a church paper, designing publicity media about the church, the art of letter
writing and communicating verbally via television and radio, and designing a web page for the
Internet.

DSED400 CHRISTIAN EDUCATION

SPECIALIZATION PRACTICUM 6 semester hours

Persons pursuing a Master of Divinity degree in Christian Education may choose a practicum.
This will involve working with a person in this field, developing a job description for this posi¬
tion, performing weekly tasks under the supervision of the mentor, and receiving feedback on
a weekly basis. This on-site job training will come near the end of the three-year track. A
practicum may be chosen in one of the following fields: Minister of Christian Education,
Minister of Youth Education, Minister to Children, Minister to Preschoolers, Minister to
Preschoolers and Children, Church Business Administrator, or Director of Weekday Early
Childhood Education.

DSED401 SELECTED TOPICS IN

CHRISTIAN EDUCATION 3 semester hours

Christian Ministry

DSMN100 LIFE AND WORK OF THE MINISTER 3 semester hours

A practical and theoretical examination of ministry in a postmodern, globalized context. This
course offers an opportunity for students to interact with experienced practitioners who model
effective ministry.

DSMN20 1 INTRODUCTION TO PREACHING 3 semester hours

This course is an introduction to basic Christian preaching. It emphasizes the contemporary
approach to preaching typically described as “the new homiletic,” and gives attention to thfe
theology of preaching, method of preaching, and pulpit planning in the local church. Part of
the course will involve a preaching lab in which every student will gain practical experience
in preparing and preaching an original sermon.

Master of Divinity Course Descriptions / 131

DSMN202 INTRODUCTION TO WORSHIP 3 semester hours

This course is an introduction to worship in the local church including the nature, history, and
practice of worship. Part of the course will involve a lab experience in which students will gain
practical experience in the celebration of the ordinances as well as other rituals of faith.

DSMN401 SELECTED TOPICS IN

CHRISTIAN MINISTRY 3 semester hours

MlSSIOLOGY

DSMS200 WORLD RELIGIONS 3 semester hours

This course will introduce the major religious traditions by studying their historical develop-
ment, worldview and praxis. Students will also be challenged to explore Christian approach¬
es to religious pluralism.

DSMS201 CONTEMPORARY RELIGIOUS MOVEMENTS 3 semester hours
This course will introduce students to the major religious movements that have emerged in
the last 200 years primarily in the United States and Europe. Students will also be challenged
to explore Christian approaches to religious pluralism.

DSMS210 INTRODUCTION TO ISLAM 3 semester hours

This course will introduce the students to the historical, theological, and practical develop¬
ments in Islam. The course will focus on important events, movements, and figures that
helped shape contemporary Islam. Students will also be challenged to explore Christian
approaches to Islam.

DSMS300 EVANGELISM 3 semester hours

This course will challenge students to discover the biblical and theological foundations of
evangelism and explore how this impacts the evangelistic work of the church locally and
abroad.

DSMS301 MISSION PRINCIPLES IN PRAXIS 3 semester hours

This course will focus on the influential mission related movements of the 20th Century that
became the foundation of mission principles and praxis. The course will also explore the
development of methodologies for the 21st Century context. Movements such as the Church
Growth Movement, Church Planting, and the Unreached People Concentration will be
addressed.

DSMS302 URBAN MlSSIOLOGY 3 semester hours

This course will enable students to understand the unique challenges and mission opportuni¬
ties in an urban setting. Students will learn about the profound impact of global urbanization
throughout the world and explore how one can make an impact in these areas.

DSMS303 GOSPEL ACROSS CULTURES 3 semester hours

This course will introduce students to some basic practical cultural anthropological concepts.
This knowledge will be used to understand how our culture impacts our religious expressions
and address how we relate the gospel to persons from cultural backgrounds other than our own.

Catalog of Graduate Programs / 132

DSMS304 JESUS IN A GLOBAL PERSPECTIVE 3 semester hours

This course will provide a view of Jesus from the perspective of the major world religions and
from the perspective of Two-Thirds World Christian writers. The course will be a seminar.

DSMS310 MISSIONS AND EVANGELIZATION IN

GLOBAL PERSPECTIVE 3 semester hours

An historical survey of how Christians have spread their faith, coupled with an analysis of the
challenge to evangelize in a modem context.

DSMS400 MISSION IMMERSION EXPERIENCE 3 semester hours

This course will provide students with a significant cross-cultural experience that helps them
understand the challenges in cross-cultural ministry. Students may take this course as an elec¬
tive or students can meet the core Mission and Evangelization course requirement. Mission
Immersion Experiences must be developed with the Missiology professor.

DSMS401 SELECTED TOPICS IN MISSIOLOGY 3 semester hours

Pastoral Care and Counseling

DSPC100 INTRODUCTION TO PASTORAL

CARE AND COUNSELING 3 semester hours

An exploration in the field of pastoral care and counseling in ministry. Normally, DSPC100
will be prerequisite for all subsequent Pastoral Care and Counseling courses.

DSPC105 MINISTERING TO THE CHEMICALLY DEPENDENT
AND THEIR FAMILIES 3 semester hours

A study of the dynamics of chemical dependency and how it affects the family, the church,
and other community groupings. The course includes an introduction to and practice of skills
useful in working with the chemically dependent and their families.

DSPC1 10 PASTORAL THEOLOGY 3 semester hours

DSPC1 15 PASTORAL CARE OF FAMILIES 3 semester hours

DSPC120 CRISIS INTERVENTION IN PASTORAL CARE 3 semester hours

DSPC125 GRIEF, LOSS, DEATH, AND DYING 3 semester hours

DSPC200 CLINICAL PASTORAL EDUCATION 3 or 6 semester hours

Training in pastoral care under supervision in an off-campus clinical setting whose program is
accredited by the Association for Clinical Pastoral Education. (1/2 unit = 3 hours; 1 unit *= 6
hours) Prerequisite: Introduction to Pastoral Care and Counseling and Faculty Approval.

Master of Divinity Course Descriptions / 133

DSPC204 INTERPERSONAL

RELATIONSHIPS IN MINISTRY 3 semester hours

A study of the theory and practice of group dynamics, interpersonal relationships and conflict.
The course will be both cognitive and interactive, and may only be taken with approval of the
professor.

DSPC2 1 0 CHAPLAINCY MINISTRY 3 semester hours

DSPC220 TRAINING LAY COUNSELORS IN

THE CHURCH 3 semester hours

DSPC225 MARRIAGE ENRICHMENT FOR PERSONS

IN MINISTRY 3 semester hours

DSPC240 ETHICS AND COUNSELING 3 semester hours

DSPC250 PSYCHOLOGY OF RELIGION 3 semester hours

DSPC255 HUMAN BEHAVIOR AND

PATHOLOGY/ADDICTION 3 semester hours

DSPC260 PSYCHOLOGICAL TESTING/MEASUREMENT, APPRAISAL
AND ASSESSMENT 3 semester hours

DSPC400 PASTORAL CARE AND

COUNSELING PRACTICUM 3 semester hours

DSPC401 SELECTED TOPICS IN PASTORAL CARE AND
COUNSELING 3 semester hours

DSPC405 HEALTH AND SPIRITUALITY 3 semester hours

An exploration of human health and healing in relation to the Christian concept of salvation,
with attention to personal wellness, historical and theological perspectives, and implications
for ministry.

DSPC411 PASTORAL CARE THROUGH

THE LIFE CYCLE 3 semester hours

A survey of basic concepts of gerontology, with emphasis on theological perspectives on
aging. The developmental tasks of aging serve as guides in developing goals and skills for
pastoral care and other ministries

Catalog of Graduate Programs / 134

Additional Studies Languages

DSLG100 INTRODUCTION TO AKKADIAN I 3 semester hours

An introduction to Akkadian including the study of its grammar, syntax, vocabulary, and writ¬
ing system. The course will include the reading of ancient texts, such as the Code of
Hammurabi, in the original cuneiform.

DSLG101 INTRODUCTION TO AKKADIAN II 3 semester hours

A continuation of Introduction to Akkadian I.

DSLG105 BIBLICAL ARAMAIC 3 semester hours

An introduction to Biblical Aramaic and a study of its grammar, syntax, and vocabulary,
including the reading of biblical texts written in Aramaic. Prerequisites: Introduction to
Biblical Hebrew (DSHB100) and Hebrew Syntax and Exegesis (DSHB101) or their equiva¬
lents.

DSLG1 10 ECCLESIASTICAL LATIN 3 semester hours

A beginner’s introduction to the form of Latin used historically by the Western Christian
Church in its worship, theological and devotional literature and above all in the translation
of the Scriptures known as the Vulgate. In addition to the necessary grammatical instmction,
particular attention will be given to the liturgical, musical and theological traditions within
which ecclesiastical Latin developed.

Doctor of Ministry Program / 135

Doctor of Ministry
Program Description

The D.Min. degree is an advanced professional degree designed to equip persons
who are committed to Christian ministry to fulfill their calling at the highest level
of excellence in the practice of ministry. The program of study requires a Master of
Divinity degree from an accredited theological institution and sufficient experiences
in ministry to insure a level of maturity appropriate to engage the intensity of the
program design. The degree program identifies reflective thinking, or, more specifi¬
cally, the ability to think theologically, as the primary skill essential to effective min¬
istry. All aspects of the program build from that assumption. The degree program
attempts to address ministry issues developing naturally from the global community
which is the context for the twenty-first century church. Both by academic design
and supervision elements, the degree intends to reflect the interactive, laity-
involved, team-oriented nature of ministry required to address the needs of the
twenty-first century church.

The D.Min. degree program models holistic ministry. Worship, the encounter
with God and offering of self to God, provides the foundation on which all else is
based. The care of the self and care for the community of faith is the natural exten¬
sion of the experience of God’s love and care. Effective administration of resources
enables ministry to achieve its purpose and effective Christian education enhances
faith development. Committed ministry engages the world, living out the Christian
gospel in both the near and distant world community. Committed ministry includes
dedication to life-long learning which prepares the minister to address the world
with the ever-relevant word of God.

Administration ofthe Program

The D.Min. program operates under the guidance and administration of the Dean
of the School of Divinity. Enforcement of all academic policies is at the discretion
ofthe Dean in consultation with the Associate Dean and the Director of the D.Min.
program. Instructional personnel, both adjunctive and residential, are appointed by
the Dean to whom they are directly responsible.

Director ofthe Proqram

The Director of the D.Min. program is responsible for the day to day administra¬
tion of the program, and the D.Min. office is the primary communication portal for
current candidates and prospective candidates.

Components ofthe Proqram

The D.Min. degree is a thirty-hour degree program comprised of three major com¬
ponents: seminars, supervision, and a ministry project.

Seminars

Five seminars are required of each candidate for which eighteen credit hours will
be earned. DSDM501 (The Ministry as Life-long Learning) is required of all stu¬
dents and is prerequisite to all subsequent seminars. All seminars have some aspect
of ministry as their primary focal point.

Catalog of Graduate Programs / 136

Supervision r , p

Each D.Min. candidate will complete a minimum of two semesters ot Peer
Learning Supervision (6 hrs.) under the direction of a School of Divinity appointed
Field Supervisor. In lieu of one semester of Peer Learning Supervision, a candidate
may substitute one basic unit of Clinical Pastoral Education (CPE), with prior
approval of the D. Min. Director. Candidates will participate in structured super¬
vised peer-learning experiences related to their ministry.

Ministry Project ir , , . . ,

Candidates will design, implement, and reflect upon a self-directed, original pro¬
ject of ministry conducted in the minister’s own ministry setting (6 hrs.).

Proqram Objectives

The D.Min. degree seeks to enhance the capacity of the minister to engage m the¬
ological reflection in the real world in the service of the church. To achieve this end,
the D.Min. degree will seek to lead the minister to:

• develop an appropriate biblical theology of worship and, in light of that theol¬
ogy, a capacity to lead effectively the community of faith in corporate worship;

• develop an appropriate pastoral theology, a level of personal, interpersonal, and
spiritual awareness commensurate with mature ministry, and the requisite skills to
practice pastoral care in a ministry setting;

• develop an understanding of the processes of faith development and to admin¬
ister within a ministry setting effective stmctures and systems for the nurturing of

• develop an understanding of the church, and his/her role in it, within a global
context, and the capacity to reflect theologically on the implications of that global
context for the nature and mission of the church;

• understand the ministry as a commitment to life-long learning, and to develop
appropriate educational strategies within the ministry setting to realize that com¬
mitment;

• demonstrate the ability to reflect upon the nature of one’s ministry by concep¬
tualizing and executing an original project in ministry, reflecting theologically on
that project, and defending the project to a committee of faculty and other ministry
professionals.

Deqree Requirements

O _ : _ / 1 f7i\ -)1_ A (7h A \ IS V»rc

Seminars (1@ 2hrs., 4 @ 4 hrs. each) 18 hrs.

Supervision (2 sems. @ 3 hrs. each) 6 hrs.

Ministry Project 61l£Si

Total Hours for D.Min. Degree 30 hrs.

Proqram Costs

Tuition ($

($270 p/hr. X 30 hrs.)

R & A Administration Fee

Graduation Fee

Total

$8,100
$ 250
$ SQ 1
$8,430

Doctor of Ministry Program / 137

Additional Fee for Extensions

$500 (per semester)

Admissions

D.Min. applicants are required to meet admissions standards which are both gen¬
eral to the School of Divinity (see page 93 for "Admissions" requirements) and spe¬
cific to the degree program. The processes for admission are described in detail as fol¬
lows.

General Admissions Criteria

1. Original transcripts from all previous undergraduate and graduate study

2. Three references (one must be educational, the remaining two can be person¬
al, professional, or educational)

3. Church recommendation form

4. Immunization history (must meet North Carolina immunization standards)

5. $25.00 non-refundable application fee

Specific Admissions Criteria

1. Completion of the Master of Divinity degree (or its equivalent) from an ATS-
accredited institution

2. Minimum Grade Point Average of “B” (2.75 on 4.00 scale) in Master of
Divinity studies

3. Three years significant ministerial experience beyond the Master of Divinity

4. Placement in a full-time vocational ministry setting

5. Ministry Essay

•The applicant will submit a ten to fifteen page double-spaced ministry

•The essay should discuss the applicant’s call to ministry, theology of
ministry, history in ministry, goals for ministry, and how he/she believes
earning the D.Min. will enrich his/her ministry.

6. Personal Interview

• Applicants deemed worthy will be invited to the M. Christopher White
School of Divinity for a personal interview with the D.Min. Admissions
Committee.

• At this interview the applicant will be given the opportunity to share
his/her understanding of ministry and the D.Min.

• Based on the applicant’s submitted materials, the D.Min. Admissions
Committee will dialog with the applicant to assess his/her readiness for
D.Min. study.

7. Aptitude Tests

• Test of English as a Foreign Language (TOEFL): This test is required for
all candidates for whom English is a second language. The minimum
acceptable score is 550 (non-computer test).

• Graduate Record Exam: Although not required of all applicants, the
D.Min. Admissions Committee may request an applicant take this test to
evaluate more fully his/her readiness for D.Min. studies.

• Miller Analogies Test: Although not required of all applicants, the
D.Min. Admissions Committee may request an applicant take this test to
evaluate his/her readiness for D.Min. studies.

Catalog of Graduate Programs / 138

Acceptance for Admission

1. The D.Min. Admissions Committee, consisting of the Dean or the Associate
Dean of the School of Divinity, the Director of the D.Min. Program, and a faculty
representative, will meet concerning each applicant. His/her readiness for D.Min.
studies will be evaluated on the basis of the materials submitted and a personal inter-

2. Evaluation of applications will be based on the following criteria:

• Academic ability

• Theological preparation and readiness for advanced ministry studies

• Ministerial experience and maturity

• Personal and professional integrity.

Deadlines forAdmission

1. Candidates must complete the admissions criteria as listed above by sending all
information to the Director of the D.Min. Program by April 1 prior to August
matriculation. This insures the applicant consideration for acceptance into the pro¬
gram.

2. Completed applications received after April 1 are NOT guaranteed considera¬
tion for the program.

Mailing Address: Director of D.Min. Program

M. Christopher White School of Divinity
Gardner- Webb University
Box 7327

Boiling Springs, NC 28017

Notification of Admission

Candidates for the D.Min. program will be notified of their admission status on or
before May 15 prior to August matriculation.

ACADEMIC POLICIES

Orientation

Orientation to Gardner- Webb University, the M. Christopher White School of
Divinity, and the degree program is required of all candidates and is a component
of the first D.Min. seminar, The Ministry as Life-Long Learning.

Residency Requirements

Residency is required of candidates only during seminars. Currently, all D.Min.
seminars are offered as on-campus experiences.

Transfer of Credit

Four (4) hours of doctoral level course work can be transferred into the D.Min.
program from another ATS accredited institution upon the approval of the D.V&n.
Director. This work can be completed prior to entering the B.Min. program or
while in the D.Min. program. If a candidate plans to study at another institution
during his/her course of study, he/she should seek the approval of the D.Min.
Director prior to matriculation at any other institution. Transfer of credit is not
guaranteed.

Doctor of Ministry Program / 139

FullTime Status

All students enrolled in the D. Min. program whose files are active are considered
“full time” students. The minimum hour requirement to maintain full time status is
3 hours. There is no “part time” status in the D. Min. program.

Interrupted Status

In special cases a candidate can petition the D.Min. Director to grant him/her
interrupted status from the program. If interrupted status is granted, the time limits
for completion of the degree are put on hold.

Retention Policies

All candidates are expected to maintain a GPA of 2.75. In the event that a can¬
didate’s GPA falls below a 2.75, he/she will be placed on probation until he/she is
able to raise his/her GPA to 2.75.

If the candidate is unable to raise his/her GPA above 2.75 after two semesters of
probation, or if it becomes mathematically impossible for him/her to improve his/her
GPA above 2.75, he/she will be suspended from the D.Min. program.

Appeal of Suspension

If a suspended candidate believes he/she has a legitimate appeal of his/her sus¬
pension, he/she may make a formal appeal to the Director of the D.Min. program.
Upon request for an appeal of suspension, the D.Min. director will schedule a time
for the D.Min. Admissions Committee to meet with the candidate. The candidate
will be allowed to make his/her appeal to this committee. The appeal will be limit¬
ed to thirty minutes. The candidate will be notified of the decision of the
Committee within one week. The decision of the D.Min. Admissions (Appeals)
Committee is final.

Appeals Committee

The D.Min. Admissions Committee, composed of the Dean or Associate Dean
(either of whom serves as chair), Director of the D.Min. program, and a faculty rep¬
resentative, will act as a suspension appeals committee.

Incomplete Work

A candidate can request an incomplete from a professor. The professor holds com¬
plete discretion concerning the granting of an incomplete. If an incomplete is grant¬
ed, it must be cleared in accordance with University policy by mid-term of the fol¬
lowing semester. A candidate will not be permitted to enroll in another seminar
until all work from pervious seminars is complete.

Certification of

Satisfactory Performance in Supervision

Certification of satisfactory performance in supervision is required for each com¬
ponent of supervision (Peer Learning and Self-Directed).

1. Certification of CPE (which may be substituted for the second semester of Peer
Learning Supervision) will be granted when the Director of the D.Min. program is
presented with documentation of a candidate’s completion of one basic unit of
Clinical Pastoral Education at an Association of Clinical Pastoral Education
(ACPE) certified center;

2. Certification of Peer Learning Supervision will be granted by the D.Min.

Catalog of Graduate Programs / 140

Director upon the recommendations of the Field Supervisor, the Peer Group, and
the Ministry Consultation Committee. The criteria for satisfactory performance will
be the candidate’s progress and learning as outlined in the goals of his/her Ministry
Development Covenant;

3. Certification of Self-Directed Supervision will be granted by the D.Min.
Director upon the recommendation of the Faculty Advisor during the project phase
of the D.Min. program. The criteria for satisfactory performance is the candidate’s
ability to manage his/her time effectively and follow his/her self-imposed time-line
for completion of the program. The candidate will also present to the Faculty
Advisor a description of assistance and expertise sought and secured.

Appeal of Certification

If any area of supervision is not certified, the candidate has the right to appeal to
the D.Min. Director. Upon appeal, the D.Min. Director will meet with the candi¬
date, Field Supervisor, and others serving in a supervisory capacity with regard to the
student as deemed appropriate. The candidate will be allowed to make his/her
appeal to these individuals. The candidate will be notified within one week of the
Director’s decision which is final.

Academic Honesty

All work submitted by candidates in each course is presumed to be the candidate’s
own. Cheating, plagiarism, or any other expression of dishonesty will be subject to
the University’s policy on academic dishonesty (see Student Handbook).

Application for Graduation

A candidate for the D.Min. degree makes application for graduation the fall
before he/she anticipates graduating in the Spring. D.Min. degrees will be awarded
only in the Spring Commencement. The application for graduation will be filed
with the Registrar’s Office according to the University academic calendar published
annually.

Graduation Requirements

A GPA of 2.75 is required for graduation as well as completion of all degree
requirements.

TimeLimits

The D.Min. is designed to be completed in a minimum of three years with a max¬
imum time limit of six years. Approval for an extension of time must be granted in
advance by the D. Min. Director. The candidate is required to pay extension fees for
every Fall and Spring semester beyond the Spring semester of the third year.

Form and Style

All written work should be submitted in formal style according to The SBL
Handbook of Style For Ancient Near Eastern, Biblical, and Early Christian Studies
unless the candidate is instructed otherwise by a professor.

Doctor of Ministry Course Descriptions / 141

Grading Scale

Grades will be given on a 4.0 scale with the letter grade “A” representing superi¬
or performance and the letter grade “F” representing unacceptable performance.

A= 100-94
B=93-85

C=84-70
D=69-60
F=59 and below

Doctor of Ministry
Course Descriptions

DSDM501 THE MINISTRY AS

LIFE-LONG LEARNING 2 semester hours

This seminar is an on-campus experience, taken as the candidate’s first seminar experience,
and prerequisite to all subsequent seminars, in which the candidate will receive general ori¬
entation to the degree program, to appropriate research methodologies to be utilized in the
degree program, and to appropriate resources for developing successful strategies for life-long
learning as a minister.

DSDM5 10 THE MINISTRY OF

BIBLICAL INTERPRETATION 4 semester hours

This seminar is a study of various historical interpretative approaches to both the Old and
New Testaments.

DSDM5 1 1 PAUL AS PARADIGM FOR MINISTRY 4 semester hours

The seminar will examine Paul’s message and ministry as evidenced in his epistles.

DSDM520 THE MINISTRY OF WORSHIP 4 semester hours

Through a variety of pedagogical methods, the candidate will explore traditional under¬
standings of worship within the larger Christian community, hermeneutical applications of
the Bible as critical to proper worship, the components of worship such as proclamation,
music, and the reading of scripture, the worship leader(s) and the worshiping community
and planning and evaluation of worship.

DSDM52 1 THE MINISTRY OF PREACHING 4 semester hours

The seminar will employ a variety of pedagogical methods, including lecture, video analysis
of preaching events, small group experiences, and seminar preaching events. In particular
the seminar will explore postmodernism as the contemporary context of preaching; a history
of preaching with special emphasis on the rise of the so-called “New Homiletic”; a biblical
theology of preaching; an exploration of the hermeneutical skills necessary for appropriate
biblical interpretation in the service of sermon development; the method of sermon devel-

Catalog of Graduate Programs / 142

opment with special attention to the day-by-day tasks of sermon preparation; methods, tech¬
niques, and strategies for effective sermon delivery; methods, resources, and strategies tor
developing an effective preaching plan for the parish and a pastoral theology of preaching
including the place of preaching in the life of the pastor.

DSDM530 THE MINISTRY OF CHRISTIAN

EDUCATION AND ADMINISTRATION 4 semester hours

This seminar will probe the various components of effective Christian Education that signifi¬
cantly contribute to one’s faith development. Building community within the changing
church paradigm requires leadership skills and the effective administration of resources.
Developing these skills will be the focus of the seminar.

DSDM53 1THE MINISTRY OF

LEADERSHIP IN THE CHURCH 4 semester hours

This seminar will examine biblical, historical, and contemporary models for leadership in
the local cjurch.

DSDM540 THE MINISTRY OF PASTORAL CARE 4 semester hours

The role of the minister as pastoral care-giver and counselor is explored in this seminar, giv¬
ing attention to the care of the self, care of the community of faith, and care of all others in
the world who are objects of God’s loving care. Seminar participants will develop an appro¬
priate pastoral theology, a level of personal, interpersonal, and spiritual awareness commen¬
surate with mature ministry, and the requisite skills to practice pastoral care in a ministry
setting.

DSDM541 CONFLICT RESOLUTION IN THE CHURCH 4 semester hours
This seminar will examine the dynamics of conflict in the church. Attention will be given
to assesing conflict from intrapersonal, interpersonal and systemic perspectives.

Doctor of Ministry Course Descriptions/ 143

DSDM550 THE MINISTRY AND THE WORLD 4 semester hours

This seminar will challenge the student to engage ion the important missiological issues relat¬
ed to being a Christian witness in a culturally diverse context.

DSDM551 MISSION AND MINISTRY IN

A PLURALISTIC WORLD 4 semester hours

This seminar focuses on the role of the minister as a representative of the church in the world
external to the church (both local and global). Seminar participants will develop an under¬
standing of the church, and his/her role in it, within a global context, and the capacity to
reflect theologically on the implications of that global context for the nature and mission of
the church.

DSDM552 MISSION AND

CROSS CULTURAL MINISTRY 4 semester hours

This seminar will challenge the student to engage the important missiological issues related to
being a Christian witness in a culturally diverse context.

DSDM553 MISSION STRATEGIES FOR MINISTRY 4 semester hours

This seminar seeks to equip the student to be effective in use of relevant mission and ministry

DSDM580 CLINICAL AND PASTORAL EDUCATION 3 semester hours
This course provdes training in pastoral care under supervision in an off-campus clinical set¬
ting whose program is accredited by the Association for Clinical Pastoral Education.

DSDM581 SUPERVISION I 3 semester hours

Supervision will provide the canditate with a peer group experience that is intentional, col¬
laborative, and theologically reflective. It will facilitate significant progress toward personal
learning goals articulated by the candidate.

DSDM582 SUPERVISION II 3 semester hours

This course in supervision is a continuation of DSDM581.

DSDM583 SUPERVISION III 3 semester hoUrs

This course in supervision is a remedial semester for certain students.

DSDM590 MINISTRY PROJECT PROPOSAL WORKSHOP no credit hours
This workshop assists the student in developing a project proposal to be submitted to the fac¬
ulty for approval.

DSDM591 MINISTRY PROJECT DEVELOPMENT I 3 semester hours

The approved project is implented in this course under the direction of the student’s project
committee.

DSDM592 MINISTRY PROJECT DEVELOPMENT II 3 semester hours

The approved project is completed, analyzed and defined by the student in this course under
the direction of the student’s project committee.

DSDM593 MINISTRY PROJECT EXTENSION

This course provides an additional semester, if necessary.

credit hours

Catalog of Graduate Programs / 144

QardneR'Webb University
Ministerial Board of Associates

Terms Expiring December 31, 2003

Eddie Andrews First Baptist Church Lincolnton, NC

Phil Bailey Dover Baptist Church Shelby, NC

Harold Ball First Baptist Church Franklin, NC

Allan Barlow Mull’s Grove Baptist Church Morganton, NC

Dean Baughn First Baptist Church Rutherfordton, NC

Gordon Benton Mountain Grove Baptist Church Hickory, NC

Michael Branscombe First Baptist Church Aberdeen, NC

Todd Braswell Draytonville Baptist Church Gaffney, SC

John Bridges Loray Baptist Church Gastonia, NC

Don Christian First Baptist Church Spindale, NC

Bob Cline First Baptist Church Hartsville, SC

J. Dixon Free, Jr. First Baptist Church Lincolnton, NC

Nelson Grenade First Baptist Church North Wilksboro, NC

Stan Heiser Pritchard Memorial Baptist Church Charlotte, NC

Morris Hollifield Retired Pastor Lexington, NC

Michael Johnson Round Hill Baptist Church Union Mills, NC

Alton Martin Polkville Baptist Church Polkville, NC

Alfred Miller First Baptist Church Stanley, NC

Sam Murphy DOM Brunswick Association Supply, NC

Roger Nix Raleigh Baptist Association Raleigh, NC

Steven Prevatte John’s Creek Baptist Church Alpharetta, GA

Michael Shumate Union Baptist Church Shelby, NC

Fred Schuzler First Baptist Church Morganton, NC

Patricia Turner Durham Memorial Baptist Church Durham, NC

Jerry Welch Carpenters Grove Baptist Church Lawndale, NC

Terms Expiring December 31, 2004

Max Burgin Lattimore Baptist Church Lattimore, NC

Jim Diehl Sandy Run Baptist Association Bostic, NC

Charles Edwards Retired Pastor Winston-Salem, NC

Bobby Gant Florence Baptist Church Forest City, NC

Chad Harvey Alexis Baptist Church Alexis, NC

Teresa Heffelfinger Boiling Springs Baptist Church Boiling Springs, NC

Carolyn Hicks Hospice of Catawba Valley Newton, NC

David Julen First Baptist Church Cramerton, NC

Barry Keys First Baptist Church Forest City, NC

Jim Loftis Rankin Lake Baptist Church Dallas, NC

Darryl Maxwell First Baptist Church Tryon, NC

Gary McFarland Baptist Counseling Center Charlotte, NC

Rob Norman Chadboum Baptist Church Cadboum, NC -

Frank Northcutt Cherokee Avenue Baptist Church Gaffney, SC

Carroll Page Boiling Springs Baptist Church Boiling Springs, NC

Ken Pruitt Beaver Dam Baptist Church Shelby, NC

Ministerial Board / 145

Fred Senter First Baptist Church Wadesboro, NC
Charles Turner Mt. Pisgah Baptist Church Bessemer City, NC
Priscilla Brooks Walker Todd-Charge United Methodist Todd, NC
Roger Worley Penelope Baptist Church Hickory, NC

Terms Expiring December 31, 2005

Jodi Baughn First Baptist Church North Wilksboro, NC

Cecil Chambers Branch’s Baptist Church Richmond, VA

Jeff Clark First Baptist Church Maiden, NC

Buddy Corbin Calvary Baptist Church Asheville, NC

Michael Cummings First Baptist Church Charlotte, NC

Warner Doles Fraley Memorial Baptist Church Lowell, NC

David Daly Pittsboro Baptist Church Pittsboro, NC

Keith Dixon Flint Hill Baptist Church Shelby, NC

Randy Gardner First Baptist Church York, SC

Beth Hefner First Baptist Church Rutherfordton, NC

Billy Honeycutt Green River Baptist Association Rutherfordton, NC

Rick Jordan Antioch Baptist Church Talyorsville, NC

Leland Kerr Kings Mountain Baptist Association Shelby, NC

Michael Shook Grove Park Baptist Church Clinton, NC

Dan Vincent Sardis Baptist Church Hartwell, GA

Raymond White First Baptist Church Gastonia, NC

Terms Expiring December 31, 2006
Phillip Campbell First Baptist Church Lincolnton, NC
Jack Causey Center for Congregational Health Statesville, NC
Jerry Cloninger Westmoreland Baptist Church Charlotte, NC
Phillip Frady Lower Creek Baptist Church Lenoir, NC
Trey Gilliam Caroleen Baptist Church Caroleen, NC
Scott Hammett First Baptist Church Gaffney, SC
Carol Ann Hoard First Baptist Church Shelby, NC
William Rash Centerview Baptist Church Kannapolis, NC
Dan Snyder First Baptist Church Swannanoa, NC
Mary Thompson-Sheilds Cliffside Baptist Church Cliffside, NC
Billy Vaughn Spencer Baptist Church Spindale, NC
Sandy Self Southside Baptist Church Spartanburg, SC
Dale Roach First Baptist Church Lancaster, SC

Catalog of Graduate Programs / 146

Directory and Appendices

Officers ofthe Corporation

C. Neal Alexander, Jr., Chairman

Sam H. McMahon, Jr., Vice Chairman

H.S. Keeter, Jr., Secretary

Frank V. Beam, Treasurer of the Corporation

Frank R. Campbell, B.A., B.D., Th.M„ D.Min, Ph.D., D.D., Interim President

Fred Flowers, J.D., Attorney

A. Frank Bonner, Ph.D., Assistant Secretary

Donnie O. Clary, Assistant Treasurer

Board ofTrustees
Terms Expiring December 31, 2003

J. W. Abemethy, III, Newton, N.C.

W. Thomas Bell, Atlanta, Ga.

E. Udean Burke, Newton, N.C.

David Combs, Winston-Salem, N.C.

Adelaide A. Craver, Shelby, N.C.

C. Lorance Henderson, L.H.D., Morganton, N.C.
Randall Lolley, Th.D., Rolesville, N.C.

Thomas E. Philson, Charlotte, N.C.

James E. Robbins, Forest City, N.C.

John E. Roberts, L.L.D, D.L.N., L.H.D., Greenville, S.C.
Wade R. Shepherd, Hickory, N.C.

Terms Expiring December 31, 2004

C. Neal Alexander, Jr., Lincolnton, N.C.

Ralph L. Bentley, M.D., Statesville, N.C.

Gladys B. Boroughs, Greensboro, N.C.

H.S. Keeter, Jr., Shelby, N.C.

Sam McMahon, Jr., Charlotte, N.C.

William S. Rouse, Jr., Gastonia, N.C.

Ralph Spangler, Lawndale, N.C.

Bruce R. Trefz, D.D.S., Gastonia, N.C.

B. Dale Watts, D.Min., Hickory, N.C.

Directory and Appendices / 147

Terms Expiring December 31, 2005

Hoyt Q. Bailey, L.H.D., Shelby, N.C.

Grady S. Duncan, Belmont, N.C.

Earl T. Groves, Gastonia, N.C.

L. Stephen Hendrix, Winston-Salem, N.C.

Michael H. Jamison, D.Min., Winston-Salem, N.C.
Bettye Akin Moore, Boiling Springs, N.C.

Ganell H. Pittman, Roanoak Rapids, N.C.

Lisa Carol Tucker, Concord, N.C.

Terms Expiring December 31, 2006

Robert H. Blalock, Gastonia, N.C.

Max J. Hamrick, Boiling Springs, N.C.

Nancy L. Kistler, Charlotte, N.C.

Frank Nanney, Rutherfordton, N.C.

Mailon Nichols, Taylorsville, N.C.

C.E. Vick, Jr., Raleigh, N.C.

Thomas L. Warren, Hickory, N.C.

Marilyn W. Withrow, Charlotte, N.C.

H. Gene Washburn, Boiling Springs, N.C.

Trustee Emeriti

Russell Fitts, Lawndale, N.C.

W. Wyan Washburn, M.D., L.H.D., Boiling Springs, N.C.

Ex-Officio

E. Thomas Hardin, Spindale, N.C.

Arnold Isaacs, Cornelius, N.C.

Anthony N. Strange, Richmond, VA.

W. David Ellis, Spartanburg, S.C.

Wes W. Barkley, Hickory, N.C., Youth Trustee
Kenneth M. Wince, Boiling Springs, N.C., Youth Trustee

Catalog of Graduate Programs / 148

Faculty

The Graduate School

Ken Baker, 1999, Associate Professor of Physical Education, Wellness and Sport Studies;
Coordinator, Sport Science and Pedagogy Program

B.A., Central Wesleyan College; M.A., Furman University; Ph.D., University of Georgia

Rebecca Beck-Little, 1991, Associate Professor of Nursing; Director, M.S.N. Program

A. S.N., Western Piedmont Community College; B.S.N., M.S.N., University of North
Carolina at Charlotte; Ph.D., University of South Carolina

Carol L. Blassingame, 1997, Professor of Health Education and Physical Education; Chair,
Department of Physical Education, Wellness, Sport Studies

B. A., Southern Methodist University; M.A., Appalachian State University; Ph.D., Texas A
& M University

Frieda F. Brown, 1985, Professor of Psychology; Coordinator of the Mental Health
Counseling Program

B.S., M.Ed., University of North Carolina at Chapel Hill; Ph.D., University of Louisville

Joyce C. Brown, 1966, Professor of English,

B.S., M.A., Appalachian State University; Ph.D., University of Southern Mississippi

Frances B. Burch, 2001, Associate Professor of Physical Education, Wellness and Sport Studies
B.S., Lock Haven University; M.A. Eastern Kentucky University; Ph.D., University of
Virginia

Janie M. Carlton, 1982, Professor of Nursing

B.S., Lenoir-Rhyne College; M.N., Emory University; Ed.D., North Carolina State
University

David M. Carscaddon, 1990, Associate Professor of Psychology; Chair, Department of Psychology
B.A., University of North Carolina at Asheville; M.A., Morehead State University; Ph.D.,
University of South Carolina

Allen Douglas Eury, 2001, Assistant Professor of Education

B.S., Appalachian State University; M.Ed., University of North Carolina at Charlotte; Ed.S.,
Ed.D., Appalachian State University

Darlene J. Gravett, 1989, Professor of English; Dean of the Graduate School

B.A., Eastern Kentucky University; M.Ed., University of Miami; Ph.D., University of
Southern Mississippi

Johnnie C. Hamrick, 1982, Associate Professor of Education

B.S., M.A., Gardner-Webb University; Ed.S., Appalachian State University; Ed.D.,
University of North Carolina at Greensboro

R. Norman Harris, 2001, Professor of Education; Dean, Gardner-Webb University at Statesville
B.S., Murray State University; M.Ed., Stetson University; Ed.D., University of Florida

June H. Hobbs, 1994, Associate Professor of English

B.A., Oklahoma Baptist University; M.A., University of Louisville; Ph.D., University of ,
Oklahoma

Delores M. Hunt, 1978-80; 1982, Professor of Physical Education, Wellness and Sport Studies
B.S., Auburn University; M.Ed., D.A., Middle Tennessee State University
Carolyn L. Jackson, 1997, Professor of Education; Dean, College of Extended Professional Studies
A.A., Mars Hill College; B.A., Southern Illinois University; M.Ed., North Carolina State
University; Ed.S., East Carolina University; Ph.D., University of South Carolina

Directory and Appendices/ 149

Janet S. Land, 1994 Associate Professor of English; Chair, Department of English

B.S., University of North Carolina at Greensboro; M.A., East Carolina University; Ph.D.,
University of South Carolina

Lucenda M. McKinney, 1992, Associate Professor of Education

B.S., M.A., Gardner- Webb University; Ph.D., Clemson University
Marcia M. Miller, 1977-1987; 1994, Professor of Nursing; Chair, Campus B.S.N. Program

B.S.N., University of Michigan; M.S.N., University of North Carolina at Chapel Hill; Ph.D.,
University of Texas at Austin

Ronald I. Nanney, 2000, Associate Professor of Education; Coordinator, School Administration
Program and Educational Leadership Program

B.A., Carson-Newman College; M.Ed., University of North Carolina at Charlotte; Ed.S.,
Western Carolina University; Ed.D., University of North Carolina at Chapel Hill
David Reed Parker, 1997, Associate Professor of English; Coordinator, English Program
B.A., Furman University; M.A., Ph.D., University of North Carolina at Chapel Hill

Patricia W. Partin, 1988, Professor of Psychology;

B.A., Wake Forest University; M.Ed., University of North Carolina at Chapel Hill; Ed.D.,
Duke University

Kirk E. Peterson, 2001, Assistant Professor of Physical Education, Wellness, and Sport Studies

B.S., University of Wisconsin at La Crosse; M.S., Ph.D. University of Tennessee at Knoxville
Gayle B. Price, 1991, Professor of English; Coordinator, English Education Program
B.A., M.Ed., Clemson University; Ed.D., Auburn University
Faye H. Rucker, 2002, Associate Professor of Education;

B.S., Winston-Salem State University; M. A., University of North Carolina at Charlotte;
Ed.S., Appalachian State University; Ed.D., University of North Carolina at Chapel Hill
J. Carroll Smith, 2001, Assistant Professor of Education

B.S., M.S., East Carolina University; Ed.D., Virginia Polytechnic Institute and State
University

Donna S. Simmons, Professor of Education; Dean, School of Education

B.A., Stetson University; M.A., Appalachian State University; Ph.D., University of North
Carolina at Greensboro

Frances Gail D. Stowe, 2002, Assistant Professor of Education;

B.S., University of North Carolina at Greensboro; M.HDL., University of North Carolina at
Charlotte; Ed.S., Winthrop University; Ed.D., University of North Carolina at Greensboro
Wanda C. Stutts, 1985 .Associate Professor of Nursing; Chair, Statesville B.S.N. Program
B.S.N., M.S.N., University of North Carolina at Charlotte; Ph.D., University of North
Carolina at Chapel Hill

Matthew D. Theado, 1995, Associate Professor of English

B.A., M.A., James Madison University; Ph.D., University of South Carolina
Shirley P. Toney, 1965-1990; 1992, Professor of Nursing; Dean, School of Nursing

Diploma, North Carolina Baptist Hospital School of Nursing; B.S., Wake Forest University;
M.Ed., North Carolina State University; Ph.D., University of Texas at Austin; Additional
•Studies, Southwestern Baptist Theological Seminary, University of North Carolina at
Charlotte, University of South Carolina

Jeffrey L. Tubbs, 1982, Professor of Physical Education, Wellness and Sport Studies; Assistant Vice
President for Institutional Research

B.A., Bryan College; M.S., D.A., Middle Tennessee State University

Catalog of Graduate Programs / 150

Faith M. Weathington, 2002; 1993; Associate Professor of Psychology
B.A., University of South Florida; M.Ed., Ed.D., Auburn University

Bonnie M. Wright, 1985-92; 1993; Professor of Psychology

B.S., North Georgia College; M.S., Ph.D., University of Georgia

Graduate School Adjunct Faculty

Doris V. Banner, GWU Professor of Education, Retired

A. A., Gardner- Webb University, B.S., M.A., Ed.S., Appalachian State University; Ed.D.,
University of North Carolina at Greensboro

Steve F. Dalton, GWU Professor of Education, Retired

A. A., Gardner- Webb University; B.S., Wake Forest University; M.A., Ed. S., Appalachian
State University; Ed.D., University of North Carolina at Greensboro

Alexander Erwin, Adjunct Professor of Education,

B. A., Livingstone College; M.S., Ed.S., Appalachian State University; Ed. D., Virginia
Polytechnical Institute & State University

Timothy Y. Lee, Adjunct Professor of Education

B.A., University of North Carolina at Greensboro; M.S., North Carolina A &T State
University; Ed.D., University of North Carolina at Greensboro

Philip R. Rapp, Adjunct Professor of Education

B.A., Wake Forest University; M.Ed., University of North Carolina at Greensboro; Ed.S.,
Appalachian State University; Ed.D., University of North Carolina at Chapel Hill

Jane Hill Riley, Adjunct Professor of Psychology

B.A., St. Andrews Presbyterian College; M.S., Winthrop College; Ph. D., University of
Georgia

Lola I. Schappell, Adjunct Professor of Education

B.S., State University of New York at Brockport; M.S. Purdue University; Ed.D., University
of Massachusetts

David W. Shellman, Adjunct Professor of Education

B.S., Appalachian State University; M.HDL., University of North Carolina at Charlotte;
Ed.S., Winthrop University; Ed.D., University of North Carolina at Greensboro

Laura W. Smith, Adjunct Professor of Psychology

A.A., Peace College; B.A., University of North Carolina at Chapel Hill; M.Ed., University
of North Carolina at Charlotte; Ed.D., University of Virginia

Graduate School of Business

Rose L. Bailey, 2003, Assistant Professor of Business Law and Taxation

B.S., B.A., Appalachain State University; J.D., St. Mary’s University; L.L.M., New York
University;

I. Glenn Bottoms, 1983, Professor of Economics and Management Information Systems

B.A., Emory University; M.A., University of Ottawa; Ph.D., Georgia State University; Post¬
doctoral study, George Washington University.

Arthur S. Boyett, 2002, Professor of Accounting

B.S.Ed., Emory University; M.Acc., University of Georgia; Ph.D., Texas Tech University;
Post-doctoral study, George Washington University.

Directory and Appendices / 151

Sue C. Camp, 1976, Professor of Business Administration

B.S., Gardner- Webb University; M.A.T., Winthrop University; Ed.D., University of
Tennessee at Knoxville

Arlen K. Honts, 1993, Associate Professor of Management,

B.S., M.B.A., University of Oklahoma; Ph.D., Vanderbilt University
Thomas J. Meaders, 2002, Associate Professor of Information Systems

B.S., New Mexico State University; Ph.D., University of Alabama at Huntsville
Anthony I. Negbenebor, 1989, Professor of Economics and International Business; Dean of the
Graduate School of Business
B.S., M.Sc., Ph.D., Mississippi State University
Hongwu (Sam) Ouyoung, 2003, Assistant Professor of Strategy/ and International Business
B.A., M.A., Renming University of China; M.B.A., Cornell University; Ph.D., Yale
University

Philip G. Swicegood, 1998, Assistant Professor of Business Administration

B.S., Liberty University; M.B.A., University of Texas; Ph.D., Florida State University
Theresia Wansi, 2003, Assistant Professor of Financial Economics and
Management Information Systems

B.S., M.A., M.B.A., Ph.D., University of New Orleans; M.B.A.-Plus, University of North
Carolina, Charlotte

Graduate School of Business Adjunct Faculty

Robert James Bass, Adjunct Professor of Business Administration

B.S., University of North Carolina at Charlotte; M.S., Ph.D., University of North Carolina
at Chapel Hill

Earl H. Godfrey, Jr., 1992, Adjunct Professor of Business Administration

B.S., University of South Carolina; M.B.A., Winthrop University; C.P.A.

John C. Keyt, 1991, Adjunct Professor of Marketing

B.S., M.B.A., East Tennessee State University; D.B.A., University of Tennessee
Russell A. Meade, Adjunct Professor of Business Administration

A. A., Nassau College; B.A., Adelphi University, J.D., St. John’s University
Robert W. Mellbye, 1998, Adjunct Professor of Health Management

B. S., University of Colorado; M.H.A., University of Minnesota; M.B.A., Wake Forest
University

C.M. Metcalf, Adjunct Professor of Business Administration

B.A., Oglethorpe University, M.B.A., University of South Carolina, Columbia; J.D., Wake
Forest University

John W. Minton, Adjunct Professor of Management

B.A., M.A., University of Northern Colorado; M.B.A., Memphis State University; Ph.D.,
Duke University

Robert Nicholson, Adjunct Professor of Business Administration
B.S., Clemson University; M.B.A., Wake Forest University
Jeffrey Douglas Penley, Adjunct Professor of Business Administration

A. B., J.D., University of North Carolina at Chapel Hill

Charles B. Tichenor, 1997, Distinguished Corporation Chief Executive, Adjunct Professor of
Business Administration

B. S., Duke University; D.B.A., Berne University

Catalog of Graduate Programs / 152

John E. Young, Adjunct Professor of Business Administration
B.S., Kent State University; M.B.A., Duke University
Oscar Zamora, Adjunct Professor of Business Administration
B.S., Ch.E., M.B.A., University of Texas, Austin

M. ChristopherWhite School of Divinity

Sheryl Ann Dawson Adams, 1995, Professor of Theology and Church History

B.M.E., Northeast Louisiana State University; M.Ed., Louisiana State University; M.Div.,
Th.D., New Orleans Baptist Theological Seminary. Additional studies: Southwestern Baptist
Theological Seminary.

Jack W. Buchanan, Jr., 2000, Assistant Professor of Pastoral Ministries; Director of the D.Mm.
Program and Director of Admissions, School of Divinity .

B.A., Gardner- Webb University, M.Div., The Southern Baptist Theological Seminary;
D.Min., Columbia Theological Seminary

Donald L. Berry, 1999, Associate Professor of Missiology and World Religions; Director of the
Global Missions Center

B.A., University of Kentucky; M.Div., Ph.D., The Southern Baptist Theological Seminary.
Robert W. Canoy, 2000, Associate Professor of Christian Theology, Associate Dean of M.

Christopher White School of Divinity

B.A., Mississippi College; M.Div., Ph.D., The Southern Baptist Theological Seminary.
Additional Studies: Hebrew Union College and Jewish Institute of Religion.

Douglas M. Dickens, 2000, W. Randall Lolley Professor of Pastoral Studies

B.A., Ouachita Baptist University; M.Div., Ph.D., Southwestern Baptist Theological
Seminary. Additional studies: University of Arkansas College for Medical Sciences, Texas
Christian University, Baylor University Medical Center.

Gerald L. Keown, 1996, Professor of Old Testament Interpretation

B S University of Alabama at Tuscaloosa; M.Div., Ph.D., The Southern Baptist Theological
Seminary. Additional studies: Hebrew Union College, Cincinnati, Ohio; Goethe Institute,
Rothenberg, Germany; University of Chicago.

Anthony 1. Negbenebor, 1989, Professor of Administration, Dean of the School of Business
B.S., M.Sc., Ph.D., Mississippi State University.

James D. Nogalski, 2002, Associate Professor of Old Testament

B.A, Samford University; M.Div., The Southern Baptist Theological Seminary; Th.M.,
Baptist Theological Seminary; Ruschlikon, Switzerland; Dr.Theol., University of Zurich,
Switzerland.

Mary D. Roby, 2001, Theological Librarian

B.Mus., Union University; M.L.S., University of Alabama

R. Wayne Stacy, 1995, Professor of New Testament and Preaching; Dean of the M. Christopher
White School of Divinity

B.A., Palm Beach Atlantic College; M.Div., Ph.D., The Southern Baptist Theological
Seminary. Additional studies: Hebrew Union College & Jewish Institute of Religion, The
Jerusalem Center for Biblical Studies.

Sophia Gomes Steibel, 1994, Associate Professor of Christian Education

B.A., Gardner- Webb University; M.A., Ph.D., Southwestern Baptist Theological Seminal

Danny M. West, 2002, Associate Professor of Pastoral Studies, Director of the Center for
Congregational Enrichment

B.A., Carson-Newman College; M.Div., Th.M., Ph.D., The Southern Baptist Theological
Seminary

Directory and Appendices / 153

Divinity Visiting and Adjunctive Faculty

Leonard C, Byers., II, Adjunct Professor of Pastoral Care and Counseling

B.A., North Carolina State University; M.Div., M.Th., Duke Divinity School; Chaplain
Resident, University of Virginia Hospital.

Ray Allen Cadenhead, Jr., Adjunct Professor of Pastoral Ministries

B.A., Furman University; M.Div., D.Min., Southern Baptist Theological Seminary.

Joseph W. Collins, Adjunct Professor of Religion

B.S..B.A., Southeastern Baptist Theological Seminary; Doctoral student at North Carolina
State University.

Robert F. Dills, Adjunct Professor of Church Music

B.M., Union University; B.C.M., Southern Baptist Seminary.; M.C.M., The Southern
Baptist Theological Seminary.

Hardy Smith Clemons, Adjunct Professor of Pastoral Ministries

B.S., Texas Tech University; B.D., Ph.D., Southwestern Baptist Theological Seminary.

Melanie G. Nogalski, Adjunct Professor of Religion

B.A., Western Kentucky University; M.Div., The Southern Baptist Theological
Seminary;Additional studies: Baptist Theological Seminary, Ruschlikon, Switzerland.

B. Andrew Roby, Adjunct Professor of Religion

B.M., Union University; M.C.M., D.M.A., The Southern Baptist Theological Seminary.

E. Leon Smith, Adjunct Professor of Ministry

A. A., Anderson College; B.A., Furman University; B.D., Th.M., D.Min., Southeastern
Baptist Theological Seminary.

Karen Gray Sorrells, Adjunct Professor of Church Music

B. A., University of North Carolina; M.C.M., Southern Baptist Theological Seminary..
Bruce R. Prosser, Jr., Adjunct Professor of Religious Education

B.B.A., Georgia College; M.R.E., M.Div., The Southern Baptist Theological Seminary;
Ed.D., North Carolina State University.

James Anthony Spencer, Adjunct Professor of Church Music

A.A., North Greenville College, B.M., Carson-Newman College; M.C.M., The Southern
Baptist Theological Seminary.

Divinity Adjunctive Faculty from the University

Carolyn A. Billings, 1979, Professor of Music

B.M., Salem College; M.M. University of Illinois at Champaign-Urbana; D.M.A., University
of Missouri at Kansas City.

Kent B. Blevins, 1998, Associate Professor of Religion

B.A., Wake Forest University; M.Div., Ph.D., The Southern Baptist Theological Seminary.
Additional studies: The Catholic University of America.

Frieda F. Brown, 1985, Professor of Psychology, Coordinator of the Mental Health Counseling
Program

•B.A., M.Ed., University of North Carolina at Chapel Hill; Ph.D., University of Louisville.
Claude Douglas Bryan, 2002, Professor of Religious Education

B.A., Furman University; B.S., Howard Payne University; M.A.R.E., Ph.D., Southwestern
Baptist Theological Seminary;

Robert I. Carey, 1997, Instructor in Communication Studies

B.A., University of Washington, Seattle; M.A., University of Memphis; Doctoral Studies,
Regent University.

Catalog of Graduate Programs / 154

Lorin L. Cranford, 1998, Professor of Religion

B.A., Wayland Baptist University; M.Div., Th.D., Southwestern Baptist Theological
Seminary; Goethe Institute, Zertifikat Deutsch Als Fremdsprache.

Alice R.Cullinan, 1974, Professor of Religious Education and Religion

B.A., Carson-Newman College; M.R.E., Ph.D„ Southwestern Baptist Theological Seminary.

Terry L. Fern, 1980, Professor of Music „ mu

B.M., Oklahoma Baptist University; M.M., University of Louisville; D.M.A, North Texas
State University. Additional studies: Oberlin Conservatory of Music, Oberlin College.

Roger G. Gaddis, 1974, Professor of Psychology

B.A., University of North Carolina at Charlotte; M.A., University of Tennessee; Ph.D.,
University of South Carolina. Additional studies: Appalachian State University.

Patricia B. Harrelson, 1975, Assistant Professor of Music ,

B.M., North Carolina School of the Arts; M.M., Converse College; D.M. Candidate, Honda
State University; Additional Studies: University of Florida; University of North Carolina at
Greensboro; Eureka College; Westminster Choir College; Indiana University; Cincinnati
Conservatory.

Patricia W. Partin, 1988, Professor of Psychology,

B.A., Wake Forest University; M.Ed., University of North Carolina at Chapel Hill; Ed.D.,
Duke University.

Paula F. Qualls, 1999, Assistant Professor of Religion

B.A., University of South Carolina; M.Div., Ph.D., The Southern Baptist Theological
Seminary.

Ronald W. Williams, 1998, Associate Professor of Religion, Chair, Department of Religious
Studies and Philosophy . . .

B.A., Western Kentucky University; M.Div., Ph.D., The Southern Baptist Theological
Seminary.

Bonnie M. Wright, 1985-92, 1993, Professor of Psychology

B.S., North Georgia College; M.S., Ph.D., University of Georgia.

FacultyEmeriti

Garland H. Allen, 1961, Professor Emeritus of Religion and History

Robert R. Blackburn, 1958, Professor Emeritus of Health Education and Physical Education

Wallace R. Carpenter, 1964, Associate Professor Emeritus of Management Information Systems

Pervy A. Cline, 1966, Associate Professor Emeritus of Ancient Languages and Literature

Barbara]. Cribb, 1969, Associate Professor Emerita of Education and Art

George R. Cribb, 1969, Professor Emeritus of Music

Robert L. Decker, 1970, Professor Emeritus of Music

Dorothy Washburn Edwards, 1946, Registrar Emerita

Nettie R. Gidney, 1945; 1953, Professor Emerita of Voice

M. Lansford Jolley, 1957, Professor Emeritus of Social Science

Paul W. Jolley, 1962, Professor Emeritus of Mathematics

Betty H. Logan, 1957, Associate Professor Emerita of Business

Abbie Miller Mitchell, 1937, Professor Emerita of Music

F. Thirlen Osborne, 1957, Professor Emeritus of English

Robert E. Morgan, 1967, Professor Emeritus of French and Mathematics

M. Vann Murrell, 1967, Professor Emeritus of Religion

Jack G. Partain, 1983, Professor Emeritus of Religion

Launita E. Proctor, 1969, Professor Emerita of Health Education and Physical Education

Directory and Appendices / 155

Administrative Staff Emeriti

James E. Crawley, 1994, Dean Emeritus, School of Business

Robert L. Lamb, 1962, Dean Emeritus, M. Christopher White School of Divinity

Administrative Officers and Staff

Frank R. Campbell, B.A., B.D., Th.M., D.Min., Ph.D., D.D., Interim President

Glenda S. Crotts, Senior Assistant to the President

Walter M. Miller, B.A., Assistant to the President

E. Eugene Poston, A.A., B.A., B.D., Th.M., Th.D., President Emeritus

M. Lansford Jolley, A.A., B.A., M.A., Ed.S., L.H.D., University Historian

Gilmer W. Blackburn, A.A., B.A., M.A., Ph.D., Coordinator of Special Projects

Provost

A. Frank Bonner, B.A., M.A., Ph.D., Provost and Senior Vice President

Jessica E. Franks, Administrative Assistant to the Provost and Senior Vice President

Jeffrey L. Tubbs, B.A., M.S., D.A., Assistant Vice-President of Institutional Research

Brenda C. Moore, B.S., M.A. Ed., Director of Freshman and Senior Programs

W. Scott White, B.S., M.B.A., Director of Human Resources

Deidre C. Ledbetter, A.A.S, B.S., M.B.A., Director of Academic Technology

Karen Renee Ybarra, Facilities Coordinator

M. Christopher White School of Divinity

R. Wayne Stacy, B.A., M.Div., Ph.D., Dean of the M. Christopher White School of
Divinity

Robert W. Canoy, B.A., M.Div., Ph.D., Associate Dean of the M. Christopher White
School of Divinity

Rebekah W. Newton, A.A., Administrative Assistant to the Dean
Jack W. Buchanan, Jr., B.A., M.Div., Director of the D.Min. Program
Rebecca A. Daves, Secretary to the Director of the D.Min. Program
Cline W. Borders, A. A., B.A., M.Div., Director of Ministerial Referral Studies
Donald L. Berry, B.A., M.Div., Ph.D., Director of the Global Missions Center
Danny M. West, B.A., M.Div., Th.M., Ph.D., Director of the Center for
Congregational Enrichment

• Sherry Ollis, Secretary for the Center for Congregational Enrichment

AcademicAffairs

C. Earl Leininger, B.A., B.D., Ph.D., Assistant Provost
Frances B. Sizemore, B. S., Administrative Assistant to the Faculty
Gayle B. Price, B.A., M.Ed., Ed.D., Director of the Writing Center

Catalog of Graduate Programs / 156

Helen L. Tichenor, B.A., M.A., Ph.D., Director of International Programs
Matthew D. Theado, B.A., M.A., Ph.D., Learning Assistance Program Director
Christopher R. Keene, B.A., M.F.A., Technical Director for Theater

Graduate School

Darlene ]. Gravett, B.A., M.Ed., Ph.D., Dean of the Graduate School
Laura R. Simmons, A. A., Administrative Assistant
Lydia Johnson, B.A., Secretary

Graduate School of Business

Anthony I. Negbenebor, B.S., M.S., Ph.D., Dean of the School of Business
Lynette H. Williamson, B.S., Assistant to the Dean of the Graduate School of
Business

Arthur S. Boyett, B.S., M.Acc., Ph.D., Coordinator of the M.Acc. Program
Selvia Brown, Administrative Assistant, School of Business
Debbie Knupp, B.S., Secretary, Graduate School of Business

Library

Valerie M. Parry, B.A., M.S.L.S., Director of the Library

Mary D. Roby, B.Mus., M.L.S., Associate Head Librarian

Mary S. Parsons, A.A., A.B., M.A., M.L.S., Public Services Librarian

Frank L. Newton, Jr., B.A., M.A., M.S.L.S., Catalog Librarian

Sharon L. Edwards, A.A., B.S., M.L.I.S., Reference Librarian, Davis Nursing Program,
Gardner- Webb University at Statesville
N. Ilisa Jenkins, B.A., M.L.I.S., Reference Librarian
Daniel W. Jolley, B.A., M.A., Systems Manager
Karen Bowen Martin, Library Reference Assistant
Thomas E. Rabon, Jr., B.A., Day Circulation Supervisor
J. Harrison Williams, B.A., M.A., Technical Services Supervisor
Margaret W. Christopher, Media Assistant
Tajsha Nanette Eaves, Periodicals Assistant
Robin Stanczyk, Acquisitions Assistant
Denise B. McGill, Secretary
Sherry Bingham, Circulation Assistant
David Stone, Circulation Assistant
Monica Bell, Circulation Assistant

Directory and Appendices / 157

NOEL Programs for the Disabled

Cheryl J. Potter, B.S., B.S.W., Director of the Noel Program for Disabled Students
Judy A. Shealy, Secretary

Mary Ruth Dixon, B.A., Assistant Director of the Noel Program for Disabled Students

Registrar

Stephen E. Sain, B.A., M.A., Registrar

Lou Ann P. Scates, BA., Associate Registrar

P. Randall Cooper, B.A., Coordinator of Records

Sonda M. Hamrick, Secretary

Ginger B. Ford, Transcript Evaluation Officer

Carolyn Gossett, B.S., Assistant Registrar

Departmental Secretaries

Wanda M. Bridges, A.A., Department of Fine Arts

Bebe Wagner, Department of Religious Studies and Philosophy

Robert Scott Hayes, B.S., Department of Education

Sandra C. Earl, Administrative Assistant, School of Nursing

Joetta M. Eastman, Department of Physical Education, Wellness and Sport Studies

Selvia Brown, Broyhill Undergraduate School of Management

Joanne Snyder, Nursing and Psychology

Gardner- Webb University at Statesville

R. Norman Harris, B.S., M.Ed., Ed.D., Dean of Gardner-Webb University at Statesville
Janet A. Morton, Secretary

Sharon L. Edwards, A.A., B.S., M.L.I.S., Reference Librarian

Frieda F. Brown, B.A., M.Ed., Ph.D., Coordinator of the Graduate Mental Health
Counseling Program

Public Relations and Publications

Matthew C. Webber, B.A., Director of University Communications
. Noel T. Manning, II, B.A., Assistant Director of Public Relations for Broadcasting Affairs
Kimberly E. Adams, B.A., Assistant Director of Public Relations
Dan McClellan, B.A., Operations Manager WGWG-FM
Kathy E. Martin, A.A.S., Assistant Director of Publications
John W. Hoyle, B.A., Assistant Director of Publications

Catalog of Graduate Programs / 158

Marketing and Enrollment Management

Ralph W. Dixon, Jr., B.S., Vice President for Enrollment Management
Antionne L. Wesson, Administrative Assistant

Undergraduate Admissions

C. Nathan Alexander, B.S., Director of Admissions

Financial Planning

Patricia M. Bolyard, B.S., M.S., Director of Financial Planning

Cynthia C. Wallace, B.S., M.A., Associate Director of Financial Planning

Lynn B. Thomas, B.S., Senior Financial Planning Counselor

Sally E. Hamrick, Financial Planning Counselor

Lisa G. Fitch, B.A., Loan Counselor

Sandy B. Drake, A.A., Financial Planning Counselor

Wendy R. Mathis, Work Study Coordinator

Admissions - M. Christopher White School of Divinity

Jack W. Buchanan, Jr., B.A., M.Div., D.Min. Director of Admissions
J. Cody Davidson, B.A., Admissions Counselor
Rebecca A. Daves, Secretary

Admissions - Graduate School

C. Michael Stimpson, B. A., M.A., Director of Admissions
Lydia Johnson, B.A., Secretary

Admissions - Graduate School of Business

Kristen Lott Setzer, B.A., M.B.A., Director of Admissions
Deborah A. Knupp, B.S., Secretary

Student Development

G. Bruce Moore, B.A., M.Div., Vice President and Dean of Student Development
Vickie Webb-Morrison, A.A.S., Administrative Assistant
Mark Dougherty, Coordinator of Judicial Affairs

Student Activities

Karissa Lou Weir, A.S., B.S., Director of Student Activities and Leadership
Sandra C. Hammett, Assistant Director of Student Activities
Angela Webb, Secretary

Directory and Appendices / 159

Residence Life

Rob Foreman, B.S., M.Div., Director of Residence Life

Annette H. Simmons, A.A., Office Manager / Assignment Coordinator

Counseling, Career Services and Academic Advising

Jimmy D. Whitlow, A.A., B.A., M.R.E., Th.M., Ed.D., Assistant Dean of
Students and Director of Counseling
Patricia E. Murray, B.S., M.A., Counselor
Carmen M. Butler, Career Services
Holly M. Sweat, B.S., M.A., Director of Career Services
Kristina J. Moore, B.A., Assistant Director of Career Services
Kelly Collum, Office Manager

Campus Ministry

Tracy C. Jessup, B.A., M.Div., Assistant Dean of Students and Minister to
the University

Andy Byers, B.S., M.Div., Director of Student Ministries
Theresa Davis, Secretary

Leadership and Volunteerism

Kelly D. Brame, B.A., M.Div., Coordinator of Leadership and
Volunteerism

University Police

Barry S. Johnson, B.S., Chief of University Police
Larry J. Thomas, B.A., Captain of Community-Oriented Policy and
Facility Services

David S. Wacaster, B.S., Captain of Operations and Communications
Dustin W. Goodrum, Crime Prevention Officer and Patrolman
Jennifer G. Archer, B.S., University Resources Officer and Patrolman
Gregory Ramsey, Officer

Athletics

Charles S. Burch, B.A., M.S., Vice President for Athletics
Pamela C. Scruggs, A. A., Assistant Director of Athletics
Michael J. Roebuck, B.A., M.B.A., Assistant Director of Athletics
Sandra H. Blanton, Administrative Assistant

Catalog of Graduate Programs / 160

Business and Financial Affairs

Donnie O. Clary, B.S., M.B.A, Vice President for Business and Finance
Linda H, Smith, Assistant to the Vice President for Business and Finance

Business Affairs

Mike W. Hardin, B.S., M.B.A., Associate Vice President for Business and Finance
Robin G. Hamrick, B.S., M-B.A., Assistant Comptroller and Telecomunications
Manager

Rhonda W, Cromer, Accounts Payable Accountant
Sylvia A. McCurry, A.A., Payroll Accountant
Jane G. Powell, B.S., M.Acc., Financial Accountant
Valeri D. Pounds, B.S„ Financial Accountant

Business Office

Shirley B. Pyron, Business Office Manager

Lisa P. McFarland, Assistant Business Office Manager

Carolyn B. McSwain, A.A.S., Staff Accountant

Missy Lail, Staff Accountant

Rhonda Lovelace, Staff Accountant

Sandi Sperling, Staff Accountant

Auxiliary Services

Garry D, McSwain, A.S., B.B.A., M.B.A., Auxiliary Services Manager

Nancy M. Borders, Administrative Assistant and Summer Camp Coordinator

R. Wayne Merritt, Campus Shop Manager

Amanda K. Smith, Campus Shop Sales Associate

Bonnie Miller, B.S., Textbook Manager

Janis Brannon, Post Office Manager

Mike McSwain, Post Office Associate

Data Processing

Danny R. Davis, B.S., Assistant Vice President for Business and Data Processing
Manager

C, Scot Hull, B,A., Systems Support Technician
Eric J. Brewton, B.S., Network Manager

Michael T. Schau, A.S., B.B.A., M.B.A., Director of Administrative Computing
Joey Bridges, B.S., Systems Analyst/Programmer
Josh Stroup, B.S., Assistant Network Technician .

Ginny Walton, B.S., Administrative Assistant

Directory and Appendices / 161

Physical Plant Administration

Wayne E. Johnson, Jr., B.A., M.A., Associate Vice President for Operations

Ann W. Dellinger, Director of Custodial Services

Fannie Brooks, Housekeeping Supervisor

Jimmy T. Martin, Maintenance Supervisor

Brian Jones, Assistant Director of Maintenance / HVA Technician

Brandon G. Zoch, B.S., Director of Operations Support

Annie K. Ridings, Secretary

Jamie Smith, Grounds Coordinator

Institutional Advancement

Steven C. Varley, B.S., M.B.A., Acting Vice President of Institutional Advancement
Beth M. Kirkland, A.D.N., Director of Information Services for Advancement and
Prospect Research

Rebecca A. Robbins, Assistant to the Director of Information Services
W. Bruce Rabon, B.A., M.Div., Assistant Vice President for Advancement, M.

Christopher White School of Divinity
Lou Ann Gilliam, B.S., M.Div., Director of Alumni Relations
Dawn M. Anthony, B.S., Assistant Director of Alumni Relations
Gail M. Adams, B.B.A., Alumni Communications Coordinator
Cassandra D. Bridgeman, Director of Annual Giving
C. David Boan, B.A., M.Div., D.Min,, Director of Church Relations
W. James Com, B.S., Director of the Bulldog Club
Karen M. Lukridge, Secretary to the Director of the Bulldog Club
Freida Duncan, Secretary

Catalog of Graduate Programs / 162

Index

Academic Information, 13
Academic Advising, 13
Academic Appeals, 18-19
Academic Honesty, 19
Academic Load, 14
Accreditation, 8
Administration, 155-161
Admission Procedures

Graduate School, 41
Graduate School of Business, 81
M. Christopher White School of Divinity, 108
Application for Degree, 22
Application for Graduate Licensure, 46
Assistantships, 32
Auditing Courses, 14
Auditing Divinity Courses, 110
Banking and Finance Emphasis, 86
Bibleland Study, 104
Board of Trustees, 146
Calendar, 3
Campus Ministries, 24
Campus Shop, 26
Career Services, 25

Charge Reduction Policy for Class Withdrawal, 31

Christian Education, Master of Divinity, 114

Class Attendance Policy, 15

Commencement Exercises, 20

Cost of Instruction, 30

Counseling, 25

Course Registration, 13

Cultural Life, 27

Delinquent Student Accounts, 32
Description of Courses

Graduate School, 60
Graduate School of Business, 95
M. Christopher White School of Divinity, 121
Distance Learning, 12
Doctorate in Educational Leadership 75
Dropping, Adding, and Changing Courses, 13
English, 63

Examinations and Reports, 15
Expenses, 30
Fair Process, 18
Faculty

Graduate School, 148
Graduate School of Business, 150
M. Christopher White School of Divinity, 152
Financial Aid, 30
Foreign Missions Opportunity, 104
Foundations, Business, 94

Grades and Reports, 16

Grading Systems and Quality Points, 16

Graduate Student Representation on the Graduate Council, 23
Health Care Management Emphasis, 86
History, 6

Human Resource Management Emphasis, 86

Identification cards, 26

International Business Emphasis, 86

Late Registration, 13

Library Privileges, 15

Location, 5

Management Information Systems Emphasis, 86

Master of Arts/Education Specialist, 55

M.B.A./M-Div., 106

Mental Health Counseling, 55

Middle Grades Education, 51

Ministerial Board of Associates, 144

Noel Program for the Disabled, 25

Pastoral Care and Counseling, Master of Divinity, 115

Presidents, 7

Probation, Academic, 16

Progress Review, 22

The Purpose of Gardner- Webb University, 7

The Purpose of the Graduate School, 41

Registration of Automobiles, 26

Residence Life, 25

Retention Policy, 17

School Administration, 52

School Counseling, 53

Sport Science and Pedagogy, 59

Student Rights, Responsibilities, and Expectations, 27

Suspension, Academic, 16

Transcripts, 17

Time Limits, Divinity, 113

Time Limits, Graduate, 44

Transfer of Courses for Divinity Credit, 97

Transfer of Courses for Graduate Credit, 17, 43

Travel Information, 12

Tuition, 30

University Police, 26

Visitors’ Information, 12

Volunteerism, 25

Campus Map / 165

Campus Map Directory

Baseball Field

Boiling Springs Medical Assoc.

Bost Gymnasium and Pool
Broyhill Adventure Course
Campus House
Communications Studies Hall
Craig Hall

Crawley Memorial Hospital
Decker Hall
Dixon Gate

Dover Campus Center
Dover, Jr. Memorial Chapel
Dover, Memorial Garden
Dover, Memorial Library
Elliott Hall
Elliott House
Gardner Hall
H.A.P.Y Hall
Hamrick Field House
Hamrick Hall
Hollifield Carillon
Honors House
International House
Jarrell Gate
Lake Hollifield
Lindsay Hall

Lutz-Yelton Convocation Center

Lutz-Yelton Hall

Mauney Hall

Myers Hall

Nanney Hall

Noel Hall

Noel House

Physical Plant Building
Poston Center
Reception Center
Alumni Relations
Safety and Security

Practice Fields
Football
Soccer/Football
Soccer
Publications
Radio Station WGWG
Royster Hall
Soccer House
Spangler Gate
Spangler Hall

Spangler Memorial Stadium
Spring

Springs Athletic Facility
Stroup Hall
Suttle Hall
Suttle Light Tower
Suttle Wellness Center
U.S. Post Office
University Commons
Student Apartments
University Physical Development
Complex
Varsity Fields

Softball
Washburn Hall
Washburn Memorial Building
Webb Hall

Webb Tennis Complex
Williams Observatory
Withrow Mathematics and Science Hi
Wrestling
Street

Catalog of Graduate Programs / 166

/ 167

For Information orAssistance

Graduate School (800-492-4723) x. 4723

Darlene Graven, Dean x. 4724

C. Michael Stimpson, Director of Admissions x. 3987

Graduate School of Business (800-457-4622) x. 4489

Anthony Negbenebor, Associate Dean x. 3820

Kristen Lott Setzer, Director of Admissions x. 3988

M. Christopher White School of Divinity (800-619-3761) x. 4400
R. Wayne Stacy, Dean x. 3978

Jack W. Buchanan, Director of Admissions x. 4396

University Police x. 4444

Campus Minister x. 4279

Course Changes x. 3966

Financial Planning x. 4247

Library x. 4293

Personal Counseling x. 4563

Public Relations x. 4637

Payment of Fees x. 4287

Registrar x. 4260

f ' 1

frJ :Y J

; 7/

f • / r

) } }

U i i

\ ■/ i •

^ n

, lr>

■ ■ ■■/

)VJ J/.j

m rJ.n." i

Internet Archive Audio

Featured

Top

Images

Featured

Top

Software

Featured

Top

Texts

Featured

Top

Video

Featured

Top

Mobile Apps

Browser Extensions

Archive-It Subscription

Save Page Now

Full text of "2003 - 2004, Gardner-Webb University Graduate Academic Catalog"

See other formats